PSYCHOLOGY 794

INTERNSHIP SEMINAR

FALL 2012

Instructor: Maureen Manning, Ph.D., NCSP Email:

Office: CLA 2142Office Phone: 410-704-3263 Class Meetings:Alternating Thursdays, 6:30 – 9:00 pm ClassLocation:CLA 2150

Office Hours: Mondays 3 – 4, Tuesdays 4 – 5, Wednesdays 2 – 3, and by appointment

Purpose

The primary purpose of the internship seminar is to assist in the final preparation of school psychology interns for entry into the field by focusing on adaptive and professional competence. The internship seminar will include topics and activities dedicated to interdisciplinary professional practices that have been demonstrated as effective and socially valid. The internship seminar is built on the premise that ethical practice is the only acceptable approach to training and service delivery.

Course Objectives

  • To strengthen skills in developing, implementing, and measuring the effectiveness of academic, social/emotional, and/ or behavioral interventions
  • To understand influences of school organization, policy development and climate
  • To demonstrate skills in prevention, crisis intervention and mental health services
  • To enhance skills involved in research and program evaluation
  • To understand the practice of school psychology, including the use of information technology

National Association of School Psychologists (NASP) Standardsof Practice Addressed

STANDARD II – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Data-Based Decision Making and Accountability: School psychologists have knowledgeof varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.

STANDARD III – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.

STANDARD IV – DIRECT AND INDIRECT SERVICES: STUDENT LEVEL SERVICES

School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.

STANDARD V – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – SCHOOLS

School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.

STANDARD VI – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES: Family–School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.

STANDARD VII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.

STANDARD VIII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: RESEARCH, PROGRAM EVALUATION, LEGAL, ETHICAL AND PROFESSIONAL PRACTICE

School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.

Required Text

Thomas, A., & Grimes, J. (2008).Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.

Required Readings

Articles marked with a single asterisk (*) are posted on Blackboard. To access the blackboard site: Log onto to access blackboard. Login and enroll in the course. You will need to enter the password which is “Mann794PsychIntern”. If you encounter any difficulties, please refer to for help.

*Annandale, N. O., Heath, M. A., Dean, B., & Takino, Y. (2011).Assessing cultural competency in school crisis plans.Journal of School Violence, 10, 16–33, 2011

*Cornell, D., & Allen, K. (2011).Development, evaluation, and future directions of the Virginia Student Threat Assessment Guidelines.Journal of School Violence, 10, 88–106.

Curtis, M. J., Castillo, J. M., & Cohen, R. M. (2008). Best practices in system-level change. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 887 – 902). Bethesda, MD: National Association of School Psychologists.

*Doll, B., Haack, K., Kosse, S., Osterloh, M., & Siemers, E. (2005). The dilemma of pragmatics: Why schools don’t use quality team consultation practices. Journal of Educational and Psychological Consultation, 16, 127-155.

Gibbons, K. A., & Silberglitt, B. (2008). Best practices in evaluating psychoeducational services based on student outcome data. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2103 – 2116). Bethesda, MD: National Association of School Psychologists.

Godber, Y. (2008). Best practices in program evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2193-2206). Bethesda, MD: National Association of School Psychologists.

*Hosp, J. L., & Reschly, D. L. (2002). Regional differences in school psychology practice. School Psychology Review, 31, 11-29.

*Hughes, T. L., & Theodore, L. A. (2009). Conceptual frame for selecting individual psychotherapy in the schools.Psychology in the Schools, 46, 218-224.

Jacob, S. (2008). Best practices in developing ethical school psychological practice. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1921 – 1932). Bethesda, MD: National Association of School Psychologists.

*Jacob, S., & Powers, K. E. (2009). Privileged communication in the school psychologist-client relationship.Psychology in the Schools, 46, 307-318.

*Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the cross-battery approach for the cognitive assessment of children and youth from diverse linguistic and cultural Backgrounds.School Psychology Review, 39, 431–446.

*Lott, B., & Rogers, M. R. (2005). School consultants working for equity with families, teachers, and administrators.Journal of Educational and Psychological Consultation, 16, 1-16.

*Mazur-Mosiewicz, A., Pierson, E. E., & McIntosh, D. E. (2009). Legal issues in school health services and school psychology: Guidelines for the administration of medication. Psychology in the Schools, 46, 813-819.

*McKenzie, K., Murray, G. C., Prior, S., & Stark, L. (2011). An evaluation of a school counselling service with direct links to Child and Adolescent Mental Health (CAMH) services.British Journal of Guidance & Counselling, 39, 67-82.

McNamara, K. (2008). Best practices in the application of professional ethics. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1933 – 1942). Bethesda, MD: National Association of School Psychologists.

Nagle, R. J., & Gagnon, S. G. (2008). Best practices in planning and conducting needs assessment. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 2207 – 2224). Bethesda, MD: National Association of School Psychologists.

*Natasi, B. K. (2005). Commentary: School consultants as change agents in achieving equity for families in public schools. Journal of Educational and Psychological Consultation, 16, 113-125.

*Noell, G. H., & Gansle, K. A. (2009). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities.Psychology in the Schools, 46, 78-88.

Prasse, D. P. (2008). Best practices in school psychology and the law. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 1903 – 1920). Bethesda, MD: National Association of School Psychologists.

*Rae, W. A., Sullivan, J. R., Razo, N. P., & de Alba, R. G. (2009). Breaking confidentiality to report adolescent risk-taking behavior by school psychologists.Ethics & Behavior, 19, 449–460.

*Ruzek, J. I., Brymer, M. J., Jacobs, A. K., Layne, C. M., Vernberg, E. M., & Watson, P. J. (2007). Psychological First Aid.Journal of Mental Health Counseling, 29, 17-49.

*Stollar, S. A., & Poth, R. L. (2006). Collaborative strategic planning as illustration of the principles of systems change.School Psychology Review, 35, 181-197.

*Twigg, E., Barkham, M., Bewick, B. M., Mulhern, B., Connell, J., & Cooper, M. (2009). The young person’s CORE: Development of a brief outcome measure for young people. Counselling and Psychotherapy Research, 9, 160-168.

*Wei, Y., Szumilas, M., & Kutcher, S. (2010). Effectiveness on mental health of psychological debriefing for crisis intervention in schools.Educational Psychology Review, 22, 339-347.

*Welner, K. G. (1999). They retard what they cannot repel: Examining the role teachers sometimes play in subverting equity-minded reforms. The Journal of Negro Education, 68, 200-212.

Class Policies & Expectations:

1.Attend every class. Regular class attendance is a necessary condition for your success in this class. Exceptions may be made in the case of illness or unforeseen emergency situations. If you can anticipate that a class will be missed, you should inform me in advance. If you miss more than two classes during the semester, your grade will automatically be reduced by a letter grade. Unexcused and excessive absences may result in further grade reduction or failure of the course.

2.Be punctual for class. This shows that you are conscientious and respectful, and is a professional work characteristic that will be expected of you in the field. Students who arrive after class begins not only miss a substantial amount of work, but they also disrupt fellow students. You are expected to make every effort to arrive on time, work schedules, traffic, and other obligations notwithstanding. Habitual tardiness will be treated as absences. If you must come late to class, please enter quietly and take a seat by the door to minimize class disruption.

3.All assigned readings must be completed before class. We may discuss highlights of the readings during class time but class discussions and activities will often extend upon the readings. It will be difficult to participate and understand if you have not done the readings. I reserve the right to give “pop” quizzes if it seems that students are not completing their weekly readings.

4.Active listening and participation in class is very important. Active listening and participation in class discussions, role-plays, and experiential exercises with your classmates will greatly enhance your learning in class and is expected.

5.Late assignments will not be accepted. If there is an emergency, please communicate with me in a timely manner.

6.All cell phones, Bluetooth devices, beepers/pagers, and PDAs must be turned off during class to minimize disruptions and demonstrate respect for the others in the room. If there is an emergency, please remove yourself from the room to make/answer a call but return to the room as quickly as possible. This should not be a frequent occurrence; if there are extenuating circumstances, please discuss them with me. Otherwise, frequent disregard of this expectation will result in loss of points for class participation.

Students Completing Long-Distance Internships

Students who are completing long-distance internships (in districts/counties where the central office is located more than 50 miles from campus ) are required to physically attend the first and last seminars of the semester. The remaining seminar meetings may be attended online. The instructor will attempt to provide an interactive, online environment through WebEx. WebEx is a Web-based collaborative technology that allows users to share resources (documents, desktops, web-browser etc.) remotely and communicate with each other using voice, video and chat. Students will need access to a headset with a microphone or at least speakers and a microphone in order to hear and be heard during seminars. For the best sound and the least interference, a USB headset is recommended (i.e. a headset that connects with a USB-type plug). It is desirable for students to have a webcam since the visual piece is important; however, webcams are not required. More information about WebEx will be provided in class and on Blackboard.

Changes to Syllabus

There may be changes or additions to the syllabus during the semester. You are responsible for finding out about any and all changes by coming to class to learn of the changes and to pick up any materials related to the changes.

Repeating a Course

Please note that this course may be repeated only once without the prior permission of the Academic Standards Committee.

Academic Integrity

This course in conducted in accordance with university policy on academic integrity concerning appropriate classroom conduct, cheating and plagiarism. Cheating and plagiarism in any form are not acceptable and one or more of the following penalties will be enforced:

  1. Grade reduction.
  2. Failure of the assignment.
  3. Failure of the course.
  4. More severe disciplinary action by the university authorities.

You are responsible for being knowledgeable of and observing all university policies, regulations, and procedures. Please note that this course may be repeated only once without the prior permission of the Academic Standards Committee.

Students with Disabilities

If you need accommodation due to a disability, please make an appointment to see me, and bring a statement from Disability Support Services (x4-3475) authorizing your accommodation.

Emergency Statement

In the event of a University-wide emergency, course requirements, classes, deadlines and grading schemes are subject to changes that may include alternative delivery methods, alternative methods of interaction with the instructor, class materials, and/or classmates, a revised attendance policy, and a revised semester calendar and/or grading scheme. In the case of a University-wide emergency, please refer to the following about changes in this course:

  • Course web page (on Blackboard)
  • Instructor’s email ()

For general information about any emergency situation, please refer to the following:

1. Web Site:

2. TU Text Alert System: This is a service designed to alert the Towson University community via text messages to cell phones when situations arise on campus that affect the ability of the campus to function normally. Sign up:

Seminar Requirements

  1. Attend seminar meetings. Students whose internship experience takes place within 50 miles of campus are expected to attend all seminar meetings during the fall semester. Distance from campus is calculated based upon the location of the school district/county’s central office. Students who are completing long-distance internships (in districts/counties where the central office is located more than 50 miles from campus) are required to physically attend the first and last seminar of the semester.
  1. Submit evidence of Liability Insurance. Proof of insurance must be submitted no later than September 13. The sooner you submit it, the better, as you should be covered as soon as you enter the schools!
  1. Submit signed copies of the Memorandum of Agreement (MOA). The internship coordinator at your site has already received a copy of the letter and the MOA. You are responsible for providing all appropriate personnel with the supplemental documentation (e.g., Daily Log, Supervisor Evaluations), obtaining necessary signatures (e.g., coordinator of psychological services, primary supervisor, secondary supervisor), and submitting the MOA to me for my signature. Once I have signed it, I will maintain the original on file and return a copy to you. You are then responsible for ensuring that all appropriate parties receive a signed copy.
  1. Submit a Final Internship Plan. The personal goals that you developed during the summer must be discussed with your site supervisor(s) and revised as necessary. A final copy must be submitted to the instructor no later than September 27. Please note that other components of the Internship Plan have been changed to make them more consistent with the supervisor evaluations. The revised Internship Plan can be found on Blackboard; you will need to copy your personal goals into this document and discuss the entire Internship Plan with your site supervisor(s). The final plan (including your personal goals) should be consistent with the goals of the training program, as well as meet the needs of the training site.
  1. Implement the Internship Plan. Please note that this plan must be reviewed with your supervisor mid-year and at the end of the year to ensure that you are meeting program requirements and fulfilling your goals.
  1. Maintain and submit the Internship Log. The purpose of the Internship Log is to maintain a record of all professional activities. The Towson University School Psychology program daily log format was organized to meet NASP standards for performance-based accountability. Internship logs must be maintained and submitted on the first seminar meeting of each month, with the exception of October.Logs must be signed by the primary field supervisor before they are submitted. Logs which do not have the signature of the primary field supervisor will not be accepted. Therefore, logs may not be submitted electronically.Out-of-state students must send hard copies via US mail, postmarked by the due date listed on the course outline.
  1. Share resources with classmates. The last seminar of the fall is designed as a Resource Fair. Please bring information on (at least) one print or technology resource that you have found helpful this semester (e.g., a social skills curriculum, a book to use with students whose parents are getting divorced, a new iPhone/iPad app that can be used by school psychologists or by students with disabilities). In addition, please bring information on (at least) one unique community-based resource that you have learned about (e.g., a mental health agency that provides in-home services or partners with schools). While you may wish to bring professional brochures, please prepare a typewritten review of each resource as well (i.e., strengths and weaknesses), and bring enough copies to distribute to your classmates.
  1. Participate in Online Peer Consultation.Students will share ideas, concerns, and successes via a blackboard discussion of their internship experience. Each student is required to submit a minimum of ten posts to Blackboard by the end of the semester. This includes at least 4 constructed posts (i.e., in which you pose a question to the group or post a reflection) and 6 reply posts (i.e., in which you respond to another individual’s post with a comment, suggestion, etc.). Topics for constructed posts may include reflections on the readings, class discussions, and/or experiences at your internship site, questions about resources for a student or family, and ethical concerns. At least half of your posts (i.e., 2 constructions and 3 replies) should be posted by October 18, or half of your total points for this assignment will be deducted.Please keep your tone professional at all times. Please be aware that the confidentiality of individuals should be respected, and therefore no identifying information should be used. Refer to the rubric posted on Blackboard for further information.
  1. Participate in Class. Class participation is essential in a seminar, and is expected for all students, whether attending class physically or virtually. It is recognized that there are differences in personality styles but it is hoped that everyone will contribute thoughtfully and respectfully to class discussions. Doing so will allow each of us to benefit from everyone’s unique internship experience. Class participation will be evaluated according to the rubric listed later in the syllabus.
  2. Display professional behaviors. You are expected to conduct yourself in a professional manner at all times. This includes acting in accordance with NASP’s professional code of ethics and with school system policies and procedures. Behaviors that are especially relevant to the internship seminar include regular attendance at the seminar class; completing and submitting all requirements accurately and on time; demonstrating effective written and oral communication skills; maintaining effective interpersonal relationships; displaying emotional maturity, responsibility, and dependability; showing respect for and sensitivity to human diversity; and displaying flexibility and creativity in meeting the demands of the internship experience.

Other Factors in Determining Grades