Denton ISD Is an Equal Opportunity Employer

DENTON ISD PRE-DOCTORAL PSYCHOLOGY

INTERNSHIP HANDBOOK

It is the policy of the Denton ISD not to discriminate on the basis of sex, handicap, race, Color or national origin in its educational and vocational programs, activities or employment as required by Title IX, Section 504, and Title VI. Individuals with diverse backgrounds are invited to apply

Denton Independent School District Psychological Services 1201 University Drive Denton, TX 76201 (940) 369-4075 Phone (940) 369-4097 Fax [email protected] [email protected]

1 TABLE OF CONTENTS

DENTON ISD PRE-DOCTORAL INTERNSHIP TRAINING PROGRAM PAGE I. THE DENTON AREA…………………………………………….……… 6 II. THE DENTON INDEPENDENT SCHOOL DISTRICT……………... 7 A. Description of Denton ISD..……………………………………………. 7 B. Mission Statement and Goals …………………………………….…….. 8 III. DENTON ISD SPECIAL EDUCATION SERVICES ...... 10 A. Description of SES...…………………………………………………… 10 B. SES Mission Statement..…………………………………….…………. 10 IV. DENTON ISD PSYCHOLOGICAL SERVICES...... 11 A. Mission Statement..……………………………………………….……. 11 B. Department Structure ……………………………..……………………. 11 C. Philosophy and Range of Services ….…………………………….……. 11 D. Model of Practice..……………………………………………….……… 12 1. Outcome I .…………………………………………….…………… 12 2. Outcome II..……………………………………………………..…. 12 E. Continuum of Skill Development .……………..………………….…… 13 F. Practitioner Competencies..……………………………………………… 13 1. Foundational Competencies..……………………………………..…. 13 2. Functional Competencies ....……………….………………….……. 14 V. DENTON ISD PRE-DOCTORAL INTERNSHIP………………….…. 14 A. INTRODUCTION …………………………………………….……... 14 B. PROGRAM MISSION STATEMENT …….………………..……... 15 C. INTERNSHIP CORE STANDARDS …….………………….…….. 15 D. INTERNSHIP ADMINISTRATION .….…………………..……….. 17 1. Director and Clinical Supervisors…………………………………… 17 2. Doctoral Training Committee (DTC)……………………………...… 17 E. CLINICAL SUPERVISION …………………………………………. 18

2 F. INTERNSHIP STRUCTURE ………………………………………… 18 G. APPROACHES TO TRAINING ……………………………………… 19 H. TRAINING MODEL …………………………………………………… 20 I. TRAINING SEQUENCE …………………………………………… 21 1. Phase One: Didactic ………………………………………………… 21 2. Phase Two: Orientation ……………………….…………………… 22 3. Phase Three: Skill Building ………………………………………… 23 4. Phase Four: Practice ………………………………………………… 23 5. Phase Five: Supervised Independence ……………………………… 23 J. TRAINING DOMAINS ……………………………………..……… 23 K. DOMAIN GOALS AND CORE COMPETENCIES ……..……… 24 1. Domain One: Evaluation, Diagnoses and Reporting Results…..….. 24 2. Domain Two: Prevention, Counseling, and Other Interventions …… 25 3. Domain Three: Consultation………………………………………… 26 4. Domain Four: Scholarship…………………………………………… 27 5. Domain Five: Diversity and Special Circumstances………………… 28 6. Domain Six: Professional, Legal, and Ethical Responsibilities……… 29 7. Domain Seven: Specialization - School Psychology………………… 30 L. INTERNSHIP TRAINING………………………………………..… 31 1. Domain Competencies in Relation to Primary Training Activities…. 31 2. Didactic Training …………………………………………………… 32 3. Experiential Training…….…………………………………………. 33 M. INTERN SCHEDULE OF WEEKLY ACTIVITIES ……………. 34 N. TRAINING OPPORTUNITIES ………………….……………….. 35 O. EVALUATION …………………………………………………… 41 1. Evaluation of Intern Performance ……………………….….…… 41 2. Evaluation of Training Program by Intern ………..…….………… 42 P. INTERN DUE PROCESS……………………………….…..……..43 1. Program Suggestions and Concerns …………………….………… 43

3 2. More Serious Training Program Concerns ……………………………… 44 3. Concerns Related to Individual Training ……………………………… 45 4. Concerns Related to Supervision/Supervisor ………….……………… 47 5. Concerns Related to Performance Evaluation ………………………… 51 Q. CONCERNS REGARDING INTERN BEHAVIOR OR PROGRESS 52 R. APPLYING FOR ACCEPTANCE INTO THE DENTON ISD PRE-DOCTORAL INTERNSHIP PROGRAM ……………………… 53 1. Contacts for Questions or Additional Information ……………………. 53 2. Application Materials …………………………………………………. 53 3. Application Process …………………………………………………… 53 4. Interviews ……………………………………………………………… 55 5. Selection Criteria.……………………………………………………… 55 6. Notification …………………………………………………………… 55 7. Procedures for Interns Selected/Matched ……………………………… 55 APPENDICES Appendix A: Psychological Services Personnel………………………………… 56 Appendix B: Psychological Services Meeting Schedule……………………….. 61 Appendix C: Membership of Doctoral Training Committee…………………… 62 Appendix D: Doctoral Training Committee Meeting Schedule………………… 63 Appendix E: List of Clinical Supervisors………………………………………. 64 Appendix F: Intern Didactic Training Schedule………………………………. 65 Appendix G: Intern Activities Log……………………………………………… 71 Appendix H: Internship Orientation Training Schedule………………………… 72 Appendix I: Initial Intern Self-Evaluation……………………………………… 75 Appendix J: Individualized Intern Training Plan (IITP)……………………….. 81 Appendix K: Evaluation Forms…………………………………………………. 82 1. Evaluation of Intern: a. Intern Self-Evaluation – End of the Year b. Intern Performance Evaluation Completed by Clinical Supervisor (used twice each year) 2. Evaluation of Internship/Supervision

4 a. Intern Evaluation of Internship/Training Program b. Intern Evaluation of Supervision Appendix L: Intern Notice and Problem Resolution Form (INPRF)………….. 97 Appendix M: Denton ISD/University/Intern Agreement………………………. 100 Appendix N: Internship Acceptance Form…………………………………….. 104 Appendix O: Former Interns…………………………………………………… 105

5 THE DENTON INDEPENDENT SCHOOL DISTRICT PRE-DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM

I. THE DENTON AREA:

The Denton ISD Pre-Doctoral Psychology Internship is a program in the Psychological Services Department of the Denton Independent School District. Denton County, on the northern edge of the Dallas-Fort Worth metroplex, is one of the fastest growing areas in the United States. The City of Denton is the Denton County seat and home to many educational and professional resources. These resources include two universities, the University of North Texas and Texas Woman’s University; a community college, North Central Texas College; two psychiatric hospitals, University Behavioral Health Hospital and Mayhill Psychiatric Hospital; an adolescent residential treatment facility, the Nelson Center; two large and modern hospitals, Denton Regional Hospital and Presbyterian Hospital; and numerous new specialized medical facilities.

With Lake Lewisville to the south and Lake Ray Roberts to the north, the city of Denton is just 42 miles from downtown Dallas and 35 miles from downtown Ft. Worth. Denton is a friendly community with an exceptionally beautiful downtown square and red stone courthouse. The city serves as a temporary home to a combined total of over 50, 000 university students; therefore, interns to the Denton ISD Doctoral Internship Program find a community with a multitude of reasonable housing options, two university libraries within a ten-minute drive, opportunities to attend university sports events, and the pubs, cafes, coffee houses, pizza spots and deli- restaurants to which students have become accustomed. Denton provides residents with many small-town advantages, in addition to the advantages gained from being part of a large metropolitan area. Denton is home to high quality local restaurants, antique stores, and specialty shops, as well as one of the largest and best-stocked locally-owned used bookstores in the nation.

The easily accessible cities of Dallas and Fort Worth, and the surrounding areas, are home to at least six major universities and training facilities: the Southern Methodist University, Texas Christian University, the University of Texas at Arlington, the University of Texas at Dallas, the University of Dallas and Southwestern Medical School. These facilities, and many others, are all within 40 miles of Denton, and provide interns with additional professional resources, libraries, and research facilities. The Dallas-Fort Worth area will provide ample entertainment opportunities that include professional sports teams, such as the Dallas Cowboys, the Dallas Mavericks, the Texas Rangers, and the Dallas Stars. Dallas-Fort Worth is a major metropolitan area with an abundance of museums, art galleries, ethnic and specialty restaurants, theaters, dance ensembles, and night-life activities.

For those interested in art and cultural events, Dallas is home to a world-class symphony orchestra and Fort Worth is nationally recognized for its museums and art galleries. The city of Denton also offers art and cultural opportunities through the Center for Visual Arts, the Campus Community Theater, the Denton Bach Society, the Denton Ballet Academy, and the Denton Dance Conservatory. For interns who prefer outdoor activities, there are two nearby lakes that offer water-skiing, boating and swimming. Much of the adjacent Denton area is heavily wooded and provides parks and other areas for hiking, horseback riding, camping, biking, and picnicking.

6 II. THE DENTON INDEPENDENT SCHOOL DISTRICT:

Systems theory has informed us to the understanding that interacting systems influence and change each other and, in particular, to understanding the vast impact that a larger system will have on a smaller system that exist internal to the larger. As such, the Denton ISD Psychological Services maintains a great respect regarding the importance of the Denton ISD community, its structure, its goals and philosophy, its impact and its influence on the philosophy, goals, resources and daily operations of the Denton ISD Psychological Services Department and, consequently, on the Denton ISD Pre-Doctoral Psychology Internship Program.

A. DESCRIPTION OF DENTON ISD:

Denton ISD, one of the most rapidly growing school districts in the nation, covers 180 square miles 25 miles north and west of Dallas and Fort Worth. Denton ISD currently serves the multi- faceted needs of a highly diversified population of over 22,000 students. The Denton ISD student population is predominately White, but with a significant percentage of students who are Hispanic or African-American. In smaller but notable numbers are students who are Native American, Indian, or Asian.

The school district is quite old, having been founded in 1882. It existed for many years as a small school system that served a rural Texas community. As such, there are many small town aspects that continue to exist in the Denton ISD. The system’s ‘personality style’ is still generally informal and ‘Texas Friendly’. Assistance is courteous and personal. With two major universities in the city, many Denton ISD teachers may have originally come from other countries, states, or Texas` locations, but were residents of Denton prior to employment and while completing their undergraduate or graduate degrees.

The Denton community has a percentage of wealthy residents, but is overwhelmingly composed of families with middle to lower middle class values and incomes. As such, the Denton ISD is not a wealthy school district, as compared to many of its neighboring Dallas and Fort Worth suburban school districts. There are several Denton ISD federally designated Title One campuses, and a significant percentage of Denton ISD students, because of family income, receive the federally mandated ‘free or reduced’ lunch.

Because of its moderate wealth, the District has focused on modest and sound fiscal decisions and employs an upper-level and middle-level school administration that is small in number and, relative to other school districts, moderately paid. As part of its stated philosophy, Denton ISD reserves the bulk of its financial resources for instructional staff, instructional settings, and materials involved in the direct education of students. The District takes prides in its insightful, fiscally conservative, and environmentally sound decisions. As one example, in our most recent nation crisis of $4.00 + per gallon gasoline prices, Denton ISD takes pride in its energy conservation and environmental concern, having over the last several years converted all school buses to a fuel that is environmentally friendly, less costly, and that has maintained the fuel cost per gallon to half of that being paid by most of us.

As might be expected in the state of Texas, and by those familiar with the movie ‘Friday Night

7 Lights’, Denton ISD does demonstrate one glaring exception to its general philosophy of fiscal conservatism. This glaring exception is associated with the sport of football. In total antithesis to the District’s overall ‘Conservative Personality’, the Denton ISD proudly boasts one of the largest, most modern, most technologically advanced, and most expensive football stadium complexes in the nation. The stadium complex (and its associated school district) has received extensive national media coverage for its grandness and for its cost. Denton ISD facilities currently include two early childhood campuses, twenty-one elementary schools, six middle schools and three high schools; Fred Moore Alternative School, an alternative high school campus emphasizing mastery learning and independent academic work; Davis School, a Disciplinary Alternative Education campus; Sparks Campus, a campus within the Denton County Juvenile Detention facility; and the Sarah and Troy La Grone Advanced Technology Complex. The Denton ISD includes a variety of special programs, including a range of special education classrooms and services, the English as a Second Language (ESL) program, the Dyslexia program, Gifted and Talented, and Reading Recovery. The District is also home to the Regional Day School for the Deaf, a program for students in regional north Texas with severe hearing impairments. The Denton ISD is committed to the goal of attaining excellence in education. It is dedicated to hiring and training Highly Qualified teachers and requiring that teachers understand and utilize research based educational practices. As might be expected in a university community, a significant number of Denton ISD School Board Trustees are university professors. B. DENTON ISD MISSION STATEMENT AND GOALS: Adopted by the Denton ISD Board of Trustees on April 8, 2008. . . in pursuit of excellence . . . The mission of the Denton Public Schools, in partnership with home and community, is to provide the best educational opportunities in a challenging, yet supportive, environment where individuals and cultural diversity are respected, with the goal that our students become knowledgeable and responsible citizens, capable of life-long learning and of demonstrating the skills necessary to contribute productively in a complex and ever-changing world. Denton ISD Goals: I. Vision … In pursuit of excellence, the District will: a. develop a culture where learning is our first priority b. remain committed to providing equitable and outstanding opportunities for every student on every campus c. establish goals for individual campuses that incorporate both measurable objectives and intangible factors d. develop a budget focused on student and professional learning

II. Teaching and Learning… In pursuit of excellence, the District will: a. cultivate a consistent, strong, district-wide balanced curriculum that is based on ongoing needs assessment and that supports all students b. expect full curriculum implementation on each campus by instructional leaders c. establish quality staff development programs and promote professional learning communities

8 d. strive to deliver all academic programs through teachers who possess advanced degrees and demonstrable competence in their areas of professional responsibility e. stay abreast of best practices, and incorporate these practices into teaching, learning and leadership f. advocate and practice true accountability based on measurement of individual student progress over time, regardless of external mandates

III. Climate… In pursuit of excellence, the District will: a. celebrate and respect the diversity in our Denton ISD Community b. promote and nourish a safe learning and working environment that is supportive, cooperative, and ensures open communication c. establish a high expectation level for success for all students, staff, parents, and community d. instill in students a love of life-long learning e. motivate and prepare students to embrace their full responsibilities as active citizens of their community, nation, and world

IV. Parent and Community Involvement…In pursuit of excellence, the District will: a. foster a positive and welcoming environment that encourages parent and community partnerships in order to achieve success for all our students b. work continuously with the community in planning and facility development c. utilize citizens’ advisory committees to focus on short and long-term tasks d. provide support services and promote health, wellness and safety for students and families e. establish and promote programs to develop and enhance parenting skills and parent participation in the schools

V. Human Resources…In pursuit of excellence, the District will: a. develop, expect, and have respect for, a consistently high level of professional performance by all staff b. recruit, select, and employ teachers in every classroom because of their substantive experience in the discipline they teach, rather than their importance in auxiliary functions c. maintain a diverse workforce, with respect to qualifications, expertise, and commitment to excellence d. encourage all teachers and staff to pursue within their specialty area advanced professional development and degrees e. promote health and wellness in the workforce

VI. Growth and Change…In pursuit of excellence, the District will: a. review and adjust policies and procedures to effectively address the challenges of rapid growth and changing demographic characteristics, while maintaining and enhancing our strong sense of community b. create and continuously modify strategies to mitigate the increasing stress on our children, our schools, and our community

9 c. be environmentally responsible and aggressively pursue energy efficiency and conservation principles in building design, transportation alternatives, and operating procedures d. work continuously with our community to, as appropriate, adjust and enhance district goals

III. DENTON ISD SPECIAL EDUCATION SERVICES:

A. DESCRIPTION:

The Denton ISD Special Education Services provides classroom support, specialized services, behavioral and instructional interventions, and individual education plans for over 2200 students who have been identified as having disabilities severe enough to interfere with educational progress. Students are identified with a range of conditions, including Learning Disabilities, ADHD, affective disorders, behavioral disorders, bipolar disorder; speech/language disorders, mental retardation, autism spectrum disorders, disorders of vision or hearing, and medical conditions.

The Denton ISD Psychological Services Department is part of the Denton ISD Special Education Services and in conjunction with may other multidisciplinary professionals, provides evaluation, counseling, consultation, program modifications and an array of intervention services to students who receive special education. This student population displays a broad range of disabilities, including the most serious physical, emotional, and behavioral disorders found in public schools. Pre-doctoral interns, working under the supervision of licensed psychologists, become members of teams providing a broad array services to these students.

Psychologists/ LSSPs/Interns provide services as part of multidisciplinary teams that include educational diagnosticians, autism specialists, speech/language pathologists, occupational therapists, physical therapists, adapted physical education specialists, music therapists, and specialists in vision and hearing. Psychologists work closely with important campus-based multidisciplinary team members, such as teachers, administrators, counselors, and nurses.

B: MISSION STATEMENT:

SES is committed to providing support, expertise, and leadership to Denton ISD campuses that will enhance the quality of student education and guarantee learner success. Special Education Services shares responsibility for the cognitive and emotional development of each individual student receiving services. SES is dedicated to the development of a community of learners prepared to function as responsible citizens and productive workers in our global society.

IV. DENTON ISD PSYCHOLOGICAL SERVICES:

A. MISSION STATEMENT:

The Denton ISD Psychological Services Department seeks to maximize the learning of each student and improve social, emotional, and instructional environments by implementing

10 programs, services, and evidence-based interventions derived from sound psychological theory and demonstrated as effective through research.

B. DEPARTMENT STRUCTURE:

The Denton ISD Psychological Services Department consists of twenty-two psychology practitioners, including eight doctoral-level practitioners who hold doctoral degrees in psychology (See Appendix A). The Denton ISD Psychological Services Supervisor, the department head, is a licensed psychologist. There are currently six practitioners who are fully licensed as psychologists by the Texas State Board of Examiners and, for the pre-doctoral internship program, serve as the Program Director, Training Director and Clinical Supervisors. In addition to the six psychology practitioners referenced in the previous paragraph, the Denton ISD Psychological Services Department employs seventeen master’s/specialist-level LSSPs.

The LSSP (Licensed Specialist in School Psychology), the basic license required for school- based psychology practice in Texas, is acquired through the Texas State Board of Examiners of Psychologists, and is required of all school-based practitioners, including doctoral level practitioners who are licensed for independent practice as psychologists. Twenty-three psychology practitioners within the Denton ISD are fully licensed LSSPs, including the five Licensed Psychologists.

The Denton ISD Psychological Services Department administers the pre-doctoral psychology internship training program and an LSSP internship training program. The Denton ISD Pre- Doctoral Internship Program provides comprehensive training in Professional Psychology. The LSSP internship is required as part of the completion of a master’s or specialist degree specific to school psychology. The training provided and skills acquired are basic to the practice of school psychology in Texas public schools. The two training programs are collaborative but separate training programs. The LSSP program has its own model and training sequence. The program is presently coordinated by an LSSP practitioner who holds a doctoral degree in psychology. There are presently two pre-doctoral intern and two LSSP intern positions.

C. PHILOSOPHY AND RANGE OF SERVICES:

Denton ISD Psychological Services provides a full range of psychological services to students and their families, including evaluation, consultation, design of behavioral interventions, social skills training, parent training, and individual, group and family counseling. There is emphasis on professional communication and collaboration within the department, as well as the multidisciplinary team collaboration required in almost every aspect of service provision. The department is dedicated to a best practices model of school-based psychological services, including data collection and evaluation of outcomes. The Psychological Services workloads are reasonable and professional responsibilities allow time for activities that promote professional growth and enhance professional skills. Each Psychologist/LSSP working at secondary level provides a full range of psychological services for one secondary school, either a high school or a middle school. Psychologists/LSSPs working at elementary level provide psychological services for two elementary school campuses. With 22,000+ students and 26 psychologists/LSSPs, the Denton ISD is one of the few school districts in the nation that meets

11 the NASP recommended ratio of one psychology practitioner for every 1000 students.

D. MODEL OF PRACTICE:

The Denton ISD Psychological Services Department recognizes the importance of consistent and uniform psychological service delivery built on a valid and well articulated model of training and practice. To that end, the department has engaged in a historical review of psychological service delivery systems, both within and outside of the schools. This review, and the professional discussion and planning that ensued, has resulted in the philosophy of services and model of training and practice utilized by the Department. The Department examined the recommendations for the comprehensive training of professional psychologists, as outlined in the APA Model Training Act; the Guidance for Training and Practice, as provided by APA Division 16; and the NASP recommendations in A Blueprint for Training and Practice III.

The Denton ISD Psychological Services endorses a practitioner-scholar model of practice. As the foundation for its model of practice Denton ISD Psychological Services has adopted from the NASP Blueprint the two general outcomes that result from implementation of an effective model of training and practice:

1. Outcome I: Improve Competencies for All Children

The goal of education is to help children become competent and caring adults, involved citizens, and productive members of their communities. Psychologists, working within schools, have a significant role to play in this process.

Psychologists in schools must be mental health practitioners who provide guidance to parents and teachers in creating environments where children and adolescents feel protected, cared for, and self confident enough to take risks and expand their range of competence.

2. Outcome II: Build and Maintain the Capacities of Systems

It is not enough for psychologists working within schools to help students develop competencies. They must also be proficient in helping systems build capacity to foster and teach these competencies. Building capacity requires a shared vision and collective sense of purpose, effective leadership, the involvement of all stakeholders, ongoing evaluation and a commitment to continuous improvement.

E. CONTINUUM OF SKILL DEVELOPMENT:

The Denton ISD Psychological Services acknowledges a continuum of practitioner skill development. Psychological Services practitioners who have only recently successfully completed the coursework phase of university training, without the embellishment gained from substantive work experience, are expected to have obtained a novice level in all domains.

With the completion of the first level of internship training and licensure requirements, Denton ISD psychology practitioners are expected to have achieved basic competence in all

12 psychological services domains. It is, therefore, the expectation that at the time of employment by the Psychological Services Department, all psychology practitioners will possess the skills and ability to demonstrate basic competence in all areas of professional practice.

The goal of the department is to further develop in each service provider, the skills that define a ‘master’ or ‘expert’ practitioner. These skills can be gained through professional practice; however, this level of expertise can be more readily achieved if the mindset, model, and required skill set for a ‘master’ practitioner are utilized in advanced formal training, such as can be offered through a doctoral-level psychology internship.

F. PRACTITIONER COMPETENCIES:

In order to impact learner outcomes, psychologists in schools must have both knowledge and skills. They must possess knowledge about psychological and educational principles, accepted methods for applying those principles, evidence-based theories, and methods to effect change in both individuals and systems. Successful practice requires skills in problem-solving and in creating, evaluating, and apply empirically validated interventions at the levels of individual and systems. Required competencies are both foundational and functional. Denton ISD Psychological Services adopts, as described in NASP Blueprint III, the following domains of practice and evolving competence.

1. Foundational Competencies:

a. Interpersonal and Collaborative Skills: Competence in interpersonal skills and the ability to work constructively and collaboratively with diverse individuals and agencies are indispensable to the Denton ISD psychology practitioner.

b. Diversity Awareness and Sensitivity in Service Delivery: For the Denton ISD, competence in all aspects of diversity will be demonstrated not simply by a psychological services practitioner’s degree of sensitivity or knowledge about a given culture, but rather by the practitioner’s ability to recognize, within the wide range of activities in which psychology practitioners engage, when, where, and how issues of diversity are operating and effecting the environment.

c. Technological Applications: Technology has become so embedded in the fabric of everyday life that beginning practitioners will likely have basic skills in technological applications. For Denton ISD psychological services practitioners, the use of technology in school-based professional practice will require the successful development of new skills and the competence to make appropriate choices. In addition to the practitioner use of technology in their direct practice, technological competence will include the ability to instruct students, parents, and teachers as to how and where to access technology, how to evaluate its safety and value, and how to use it to enhance student learning.

d. Professional, Legal, Ethical, and Social Responsibility: These issues are central to the efficacy of a school-based psychology practitioner. Denton ISD practitioners must be competently prepared to meet all professional and legal standards.

13 2. Functional Competencies:

a. Data-Based Decision-making and Accountability: Psychological services providers within the Denton ISD must be good problem solvers who collect information that is relevant for understanding problems, make decisions about appropriate interventions, assess behavioral, social and educational outcomes, and help others to become accountable for the decisions they make. All assessment and evaluation activities should relate to prevention and intervention.

b. Systems-Based Service Delivery: Psychology practitioners will not focus exclusively on intervening at the individual level, in that individual focus is demonstrated to be ineffective in building the capacity of systems. Learning problems belong not only to the individual child, but to the systems charged with helping the child succeed. Practitioners must use their knowledge to organize schools and classrooms in ways that promote learning and prevent problems.

c. Enhancing the Development of Cognitive and Academic Skills: Psychological services practitioners will help school personnel develop challenging, but achievable, cognitive and academic goals for all students and will implement alternative ways to monitor or assess individual student progress.

d. Enhancing the Development of Wellness, Social Skills, Mental Health, and Life Competencies: It is recognized that effective learning is significantly influenced by factors beyond classroom instruction and curricula. Unless a student’s general health and welfare are adequately addressed optimal learning cannot occur. Psychological service practitioners will provide leadership in guiding schools to address general health, mental health and other student welfare issues in order to assure effective academic development.

V. THE PRE-DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM:

A. INTRODUCTION:

The Pre-Doctoral Psychology Internship program is a newly developed internship program, founded in the 2007-2008 school year. The program continues to be improved by the internship director and clinical supervisors, who are licensed psychologists with years of experience in clinical supervision and internship development. The program’s structure, goals, and curriculum are designed to meet APPIC and APA standards. The program adheres to the guidelines set out by the Texas State Board of Examiners of Psychologists (TSBEP) and Texas State Law.

The model of internship training includes the elements, but is not identical, to the model proposed in the NASP Blueprint III model for the training and practice of psychologists in the schools. The Denton ISD Pre-doctoral Internship is attempting to incorporate all principles espoused by APA in the model practice act. Additionally, the model includes elements suggested by APA Division 16. B. INTERNSHIP PROGRAM MISSION STATEMENT:

Denton ISD Pre-doctoral Psychology Internship Program…in pursuit of excellence…

14 The mission of the Denton ISD Pre-doctoral Internship Program is to prepare doctoral-level interns to excel in the provision of psychological services to children. The Denton ISD Pre- doctoral internship program is committed to preparing interns to become skilled psychologists who are leaders in the field of child education and mental health and who are engaged in clinical practice, interdisciplinary collaboration, and scholarly endeavors that will advance professional knowledge regarding school-based interventions proven to increase student success. Achieving this internship mission requires that interns be competently trained in ethics, professional foundations, evaluation, diagnoses, counseling, consultation, and providing evidence-based psychological services to children. In addition, interns will be trained in the broader focus of determining appropriate programming, promoting effective educational environments, and impacting adults in the education and family system. Interns will be trained to identify and evaluate strategies that promote the physical, cognitive, emotional, and social development of children, including children from diverse backgrounds and special circumstances. They will learn to implement strategies that accelerate the child’s ability to learn, increase self sufficiency, and maximize the opportunity for academic and lifelong success. . C. DENTON ISD INTERNSHIP CORE STANDARDS: The Denton ISD Pre-Doctoral Internship Program will meet, as the minimal standard, the following criteria:

1. The internship will provide a training program that is designed to provide interns with a planned, organized, sequence of training activities, in contrast to simply supervised experience or on-the-job training. The primary focus of the program will be to assure breadth and quality of training. 2. The internship will have a clearly designated staff psychologist who is employed full-time by the internship agency, who will be responsible for the integrity and quality of the training program, and who is actively licensed as a psychologist by the Texas State Board of Examiners of Psychologists (TSBEP).

3. The internship will have, at a minimum, two full-time (80 hrs.) licensed psychologists on staff who will serve as clinical supervisors to pre-doctoral interns.

4. The internship will meet the standards provided by the Texas State Board of Examiners of Psychologists (TSBEP).

5. The internship will meet the standards provided by the American Psychological Association.

6. The internship will meet the standards provided by the National Association of School Psychologists (NASP).

7. Internship supervision will be provided by psychologists who are staff members of the internship agency and who will carry clinical responsibility for all psychological services provided by interns under their supervision.

15 8. Interns will verbally identify themselves as interns and as having supervised status. The supervising psychologist’s clinical responsibility will be indicated for all work completed by the intern through introductions, and on reports, written materials, business cards, signature lines, and all other documents utilized by the school district.

9. The internship will provide training in a full range of psychological services conducted directly with students, including evaluation and intervention activities.

10. Each intern, in collaboration with his or her clinical and university supervisors, will develop an individualized internship training plan with specific and measurable goals and criteria, and this plan will be utilized to guide training throughout the internship training program.

11. The internship will provide training and experience with multicultural populations and individuals with diverse social and ethic backgrounds to the extent required to establish a professional level of knowledge, comfort, and competence.

12. The internship will assure that at least 25% of the intern’s time will be in direct client contact (minimum of 500 hours).

13. The internship will include each week a minimum of two hours of regularly scheduled, formal, face-to-face individual supervision. There will be provided to each intern at least two additional hours each week of supervision and/or training and learning activities, such as case discussions, group supervision, didactic training, grand rounds, professional development or other training activities. 14. The internship training will be provided as post-practicum and pre-graduation. 15. The internship will have a minimum of two full-time interns at the pre-doctoral internship level of training through out the internship training period. 16. Trainees will utilize the title ‘Doctoral Intern’. 17. The internship will be defined as a year of full-time, supervised internship experience, at an average minimum of 45 hours per week over a 12 month period, for a total of 2000 internship hours.

18. The internship has written materials that include a brochure, an informational letter, and a pre-doctoral internship handbook that describes the training goals, the philosophy and content of the internship training program, clearly stated expectations for the quantity and quality of the intern’s work, and is made available to prospective interns.

19. In the initial stages of internship, interns will be provided with information about intern performance evaluations, which will occur at least twice, at mid-year and at the end of the internship program.

20. Interns will be provided, in the initial stages of internship, information regarding their rights, responsibilities and due process procedures. Interns will be provided with specific and detailed information regarding the steps in addressing internship concerns.

16 21. The Denton ISD agrees to, upon application for APPIC membership, abide by APPIC policies and guidelines. No person at the training facility will solicit, accept, or use any ranking related information prior to Match Notification Day.

D. INTERNSHIP ADMINISTRATION:

1. Internship Director and Clinical Supervisors:

The Internship Director is a licensed psychologist and is present in the District on a full-time basis. At the present time the Pre-doctoral Psychology Internship Program is coordinated by six licensed psychologists, all of whom serve as clinical training supervisors. One licensed psychologist serves as the Internship Program Director and has administrative and clinical responsibility for all decisions related to the content, training, and integrity of the internship program. A second licensed psychologist serves as the Intern Training Director. This position, by Denton ISD Internship definition, is the secondary director and the individual responsible for assuring high standards and organization in the coordinating, planning and implementing of training activities for the program. For the 2010-2011 school year, the program has on staff five full-time and one half-time licensed doctoral level psychologists.

2. Doctoral Training Committee (DTC):

The internship program is coordinated by and responsible to the Doctoral Training Committee (DTC). The DTC is composed of the internship director, all clinical supervisors, and all doctoral- level licensed psychologists (See Appendix C).

The DTC is responsible for the constant evolution and refining of the internship program, the monitoring of quality of training, the maintenance of APA standards, and the progress toward application for APA accreditation. This committee also serves as the internship Board of Notice, Hearing, Review and Appeal for intern concerns. It is also the Board of Notice, Hearing, Review and Appeal for internship concerns of the internship director, training director, clinical supervisors, or other Denton ISD or Psychological Services personnel (See Appendix L).

E. CLINICAL SUPERVISION:

Each intern is supervised by a primary or secondary licensed psychologist who carries clinical responsibility for the cases being supervised. Internship clinical supervisors supervise, at one time, no more than two interns. Each intern receives, at a minimum, two hours per week of regularly scheduled formal face-to-face individual supervision from the primary supervisor. Initial contact with the secondary supervisor will include a one-hour “get-acquainted” supervision session during the first four weeks of the school year. For the rest of the school year, the secondary supervisor will work with the intern on an “as needed” basis including the absence of the primary supervisor. The secondary supervisor will assume clinical responsibility for two hours of weekly supervision and the clinical responsibility for the intern’s service provision and caseload.

17 Individual supervision times are arranged on an individual basis between interns and direct supervisors. Throughout the training day, supervisors are readily available to all interns and there are multiple supervisors available for crisis situations. Interns also participate in one hour of family/group supervision each week. This supervision meeting often involves the presentation of individual clinical cases for group discussion. Family therapy most often occurs as co-therapy with a supervisor, but there will be a clinical supervising psychologist on-site and available at the Family Center during all family therapy sessions (See Appendix E for names of clinical supervisors).

F. INTERNSHIP STRUCTURE:

The internship program begins each year in August. In 2010, the date is Friday, August 6. The internship is a one-year, 2000 hour, psychology training program. Interns should expect to work 45+ hours each week and, although the internship is within a school district, expect to continue in the training program across the summer months. The Texas State Board of Examiners requires an internship of no less than one full year for generic professional licensure as a psychologist in the state of Texas. At the present time, students are accepted for only full-time internship training positions. There are no part-time internship positions available.

The Denton ISD Doctoral Psychology Internship Training program is in the initial building stages. There are presently two full time pre-doctoral internship positions for the 2010-2011 internship year. The number of positions depends on coordination with the LSSP training program, which also exists in the Denton ISD Psychological Services Department. The number of positions available to interns who desire training through the pre-doctoral internship program is expected to grow over time. Growth will be contingent on program development and the personnel necessary to provide strong supervision and beneficial training.

The internship consists of 2000 hours of specifically selected training and experience. Because of the training demands, interns generally work a minimum of 45 hours a week. After the first few weeks, interns may spend as much as 45% of some weeks in direct client contact, easily meeting the requirements of at least 25% (a minimum of 500 hours) of the intern's time being in direct client contact, as is required by APA standards and those outlined by the Texas State Board of Examiners of Psychologists. The Denton ISD Psychological Services emphasizes prevention and intervention. As a result, psychologists and psychology interns spend more time involved in classroom consulting, providing interventions, and implementing, through various modalities, the delivery of counseling services. Interns provide family counseling at the Family Center for at least two or more evening hours each week. The average individual/ group counseling caseload is 20-25 students, although interns will generally, under supervision, carry smaller caseloads. The large counseling and direct intervention services caseload is offset by a smaller evaluation caseload than is often found in school settings. Although the Denton ISD pre- doctoral training program exists within a public school district, the pre-doctoral internship training provides a broad and in-depth array of training that is general to the professional practice of psychology.

As is required by APA, the Denton ISD doctoral internship program in psychology provides a planned, organized, and sequenced training program, rather than simply supervised experience or

18 on-the-job training. The internship is a post-practicum training experience, and before interns can be accepted to the program, they must provide, from their university, a Certification of Intern Readiness, which is part of the APPIC application process. The internship requirements must be completed prior to intern graduation. The internship program is rooted in best practices, and is designed to assure breadth and quality in training.

The training curriculum is developed to meet the training goals of the internship program. Under supervision, a pre-doctoral intern will provide a range of psychological services to children and families, including prevention, evaluation, consultation, classroom intervention, training, counseling, behavior intervention, and crisis intervention services. The intern begins the year in either one or two training locations, however, as the year progresses, additional training assignments are made to assure that each intern has the opportunity to serve students of various ages, cultural backgrounds, SES, and ethnicities. Interns will provide evaluation and intervention services to students having a variety of needs and diagnoses. Special efforts are made to provide interns with experience in working with low incidence disorders. Throughout the internship, interns are exposed to both special education and regular education programs.

The Denton ISD Pre-Doctoral Psychology Internship program applied for APPIC membership in the 2008-2009 school year. The program was accepted for APPIC membership for the first time for the 2009-2010 school year.

G. APPROACHES TO TRAINING:

The Denton ISD Pre-doctoral Psychology Internship Program is most strongly influenced by developmental, ecological, cognitive-behavioral, and behavioral theories and models of psychology. Interns increase their understanding of how biologically based processes interact with environmental influences throughout the course of childhood and educational experiences to influence the learning and behavior of children. Interns learn that children operate in multiple systems, most notably the family system and the school system. These two systems have a profound impact on the child’s cognitive, emotional, social and academic functioning.

Internship training occurs in numerous formats and multidisciplinary environments, with significant emphasis placed on functioning as a team member. Building on the professional skills and competencies acquired during formal graduate training, interns gain practical experience and increasing independence in a variety of assessment and evaluation approaches and therapeutic techniques. Training includes a focus on increasing intern awareness, sensitivity, and knowledge about issues impacting racial, ethnic, and economic minorities. In addition, interns may pursue individual interests and research throughout the training year. There is a didactic training calendar provided each internship year (See Appendix F for a sample calendar).

The Denton ISD Psychological Services Department emphasizes building strong relationships between families and schools. Interns are expected to communicate with families and assist parents in becoming active participants in evaluation, program planning, and design of interventions. Maintaining communication with the family is considered crucial to the evaluation process and to the design of interventions that will be accepted and applied. Interns are trained to actively obtain, thorough developmental and family histories, extensive information from

19 family members, and to provide parents with individual evaluation results.

Specific parent training opportunities are provided in family counseling, parent education, and collaboration with parents and teachers. Interns will have the opportunity to participate in presentations to parent organizations and student support groups.

H. TRAINING MODEL:

The pre-doctoral internship training program embraces a ‘Master Practitioner-Scholar’ model of training. Interns are expected to develop a best practices philosophy and gain strong professional competencies that will support interns continued evolution into highly skilled practitioners even beyond completion of the internship. In the training process, the ‘scholar’ side of the training model continuously infuses the ‘master practitioner’ side. Interns learn and demonstrate that master practitioners are the result of an allegiance to best practices, professional growth, and scholarship.

Interns learn to read, explore and be guided by research. They are taught to think critically, utilize research-based practices, and to collect data that will provide feedback on effectiveness.

The model encourages the production of original research, but emphasizes the development of professional competencies that are rooted in current research, scholarship, and practice. ‘Scholar’ is defined as a practitioner who is always reading, learning, and applying research- based practices. The ‘Scholar’ continues to emphasize his or her professional development in order to maintain and/or increase skills and competence in each professional assignment he or she undertakes. Thus, psychology interns are urged to critically evaluate current theory, research, and practice, and utilize sound professional judgment when approaching each clinical task.

Psychology practitioners within the Denton ISD are dedicated to utilizing research-based methods of assessment, evaluation, counseling and intervention in the delivery of psychological services in the schools. These approaches are encouraged and modeled for interns. Interns are instructed and provided with training opportunities, such as forums, to develop the skills necessary for critically evaluating current theory, research, and practice. To assist with these activities, interns have access to on-line resources and Denton ISD Psychological Services maintains a small professional library.

Denton ISD Psychological Services purchases books on a yearly basis to assist in research-based guidance in the practice of education and psychology. Doctoral Interns are trained in clinical diagnoses and appropriate DSM classification. A sourcebook of reading materials which pertains to the best practices of school-based psychological services, as well as the current addition of the NASP published ‘Best Practices in Schools,’ is available to interns and utilized in training.

I. TRAINING SEQUENCE:

The Denton ISD intern training program is sequential, cumulative, and graded in complexity. The program emphasizes skill development and expansion of the professional skills and

20 competencies that were acquired during formal university coursework, in practicum, and in previous professional work experiences. Interns will record each training activity on their intern activity log and the log will be signed by the trainer/supervisor providing the activity (See Appendix G).

The sequence of training occurs in five phases. The time and duration of each phase is typically dependent on the intern’s background, initial skills, and progress in the training program. Each stage is culminated in formative evaluation and assessment.

1. Phase One: Didactic (Texas reframe: “We’re sittin’ ”)

The first phase, the didactic phase, involves a week-long orientation (See Appendix H for a sample Orientation schedule). This orientation is a detailed series of trainings and didactic presentations that provide an overview of the core training areas, professional role and expectations, commonly used tests strategies and techniques and training for building professional relationships. Discussion of ethics, special education law, and standards of professional practice are included as part of this training. Interns gain information regarding informed consent, the documentation of services, department structure, and the policies and procedures of Denton ISD, Denton ISD Special Education Services, and the Denton ISD Psychological Services Department. Special topics are presented relevant to the practice of psychology in the schools. Interns are assigned to a primary supervisor during the initial week of training. Each intern will also have a secondary supervisor, and this assignment may also be made during the first week. The assignment of supervisors is based on consideration of the needs and professional interests of each intern and the unique supervision style, experience, and background of each supervising psychologist.

Interns will gain information on internship expectations, and also, the process and evaluation instruments used for evaluating intern performance. They will learn the steps that are available to them if they do not agree with the evaluation of their internship performance or disagree with a decision that is being made regarding their training. Interns will learn the process and procedure for reporting and resolving concerns related to supervision or the procedures related to other concerns that they may have about aspects of the training program. Interns will be apprised of the full due process procedures specific to the internship program and to the employee process utilized by the Denton ISD. This process will clearly identify the components of notice, hearing, and appeal. At the end of Phase One, interns will be asked to evaluate their own baseline skills as they begin the training program (See Appendix I). This information will be shared with their clinical supervisors and the Internship Director.

As interns move out of Phase One, they will begin developing their individualized intern training plan with their clinical supervisors. This process may occur over several days and will culminate in the development of the formal Individualized Intern Training Plan (IITP) (See Appendix J). The IITP will include the minimal expectations of the program, but will emphasize the special interests and the unique training needs of the intern.

2. Phase Two: Orientation (Texas reframe: “We’re pokin’ around”)

21 The Orientation Phase allows interns to begin to become familiar with the internship setting, initial internship expectations, practice locations, and assignments. Preparing to practice and to provide psychological services in a school setting for all psychology practitioners and for interns, even under close and supportive clinical supervision, is a daunting and potential overwhelming experience. Interns will need, and will be provided with, much assistance and support.

School systems and special programs, such as 504, ESL, and special education have extensive and program specific languages and terminologies. Interns will work very closely with their supervisors in beginning to become fluent in the understanding of terms, processes and procedures. During this phase, interns will have the opportunity to observe supervisors and other experienced school psychologists as they function in different activities and professional roles. Interns will meet their colleagues and the members of the multidisciplinary teams with whom they will work.

Interns will begin to learn the role of a psychology practitioner in the schools and the particular role that, as interns, they will play as supervised service providers in their specific practice settings. Interns may observe or participate with supervisors or other clinicians as they work with students, talk with parents, plan evaluations, administer tests, consult with teachers, attend ARD/IEP meetings, plan with multidisciplinary teams, and observe in classrooms.

Interns begin to prepare for counseling assignments, gain information about students and their educational and behavioral backgrounds, and review Individual Education Plans (IEPs). Interns work with parents and teachers as students return to the school district to begin the academic year. The formal Orientation Phase of training will generally last for two to four weeks; however, the actual length of the phase will depend on the learning set, the past training, and the past experience of the intern.

3. Phase Three: Skills Building (Texas reframe: “we’re off n’ runnin’ ”) During the third, or Skills Building phase of training, interns receive their own cases and assigned work locations, and work closely and collaboratively with their supervisors regarding the disposition of these cases. Supervisors may observe interns as they provide direct services to students, consult with teachers and administrative staff, or participate in staff meetings or ARD/IEP meetings. The length of this phase is dependent upon the progress of the intern.

4. Phase Four: Professional Practice (Texas reframe: “Y’all keep peddlin’ ”)

The fourth phase, Practice, is generally the most extensive. In this phase, under supervision, interns participate in the full range of training activities. They hone their clinical skills through practice, repetition and feedback from colleagues and supervisors.

The fourth phase involves increased independent work on the part of the intern with regular supervision. As the intern becomes proficient in utilizing basic skills and competencies, more complicated clinical assignments are made, depending on the unique interests and identified needs of the individual intern.

22 5. Phase Five: Supervised Independence (Texas reframe: “Y’all got purdy good at this”)

The fifth phase, Supervised Independence, occurs in the last few weeks or months of the training program. During this phase, interns have the opportunity to engage in an expanded range of activities and with less direct supervision. Interns complete projects that were developed and implemented in phase four. They may provide training to colleagues and assist with program design activities. It is expected that interns will display many of the professional competencies required for future practice in the field.

J. TRAINING DOMAINS:

Seven major domains of training are defined for the pre-doctoral internship program. Interns are prepared for the practice of professional psychology by developing and demonstrating competence in the domains of:

(1) Evaluation, diagnoses, and reporting results (2) Prevention, counseling, and other interventions (3) Consultation, collaboration, and interpersonal competence (4) Scholarship, data-based decision-making, technological competence, and accountability (5) Diversity and special circumstances (6) Professional, legal, and ethical responsibility. (7) School psychology, is the specialty area domain and must be completed by all interns from all training backgrounds.

In each of the seven domains, emphasis is placed on best practices, guided by expert knowledge in the area, applied research, and empirical data. The bidirectional impact of practice and scholarship in each training domain is regularly examined through professional reading, didactic seminars, professional dialog, case conferences, group and individual supervision and other training activities.

K. DOMAIN GOALS AND CORE COMPETENCIES:

Interns are expected to demonstrate basic competence in the following seven domains:

1. Domain One: Evaluation, Diagnoses, and Reporting Results a. Broad Goal: The intern will demonstrate competence in the psychological evaluation, diagnoses, and in the formal report of evaluation results of school aged children. b. Core Competencies:

1) Evaluation 2) Diagnoses 3) Report writing c. Cumulative Goals: to be mastered in the cumulative attainment of the Broad Goal for Domain

23 One.

1) Demonstrates competence in clinical interviewing skills with children, teachers, and families 2) Competently collects, organizes, and writes a developmental history 3) Competently and effectively collects and integrates data from multiple sources 4) Competently and accurately selects tests and measures 5) Competently and accurately administers tests and measures 6) Competently and accurately scores tests and measures 7) Competently administers and interprets A) cognitive/intelligence and B) achievement tests 8) Competently administers and interprets projective and objective measures including attention, personality, emotional status, risk assessment, self-concept, autism spectrum disorders, and social skills 9) Competently administers and interprets the results of parent, teacher, and student behavior rating scales 10) Demonstrates competence in the evaluation of children and adolescents 11) Demonstrates competence in the diagnosis of A) affective disorders, B) autism spectrum disorders, C) ADHD, and D) other common disorders in children and adolescents 12) Competently and effectively conceptualizes key clinical issues 13) Demonstrates competence in knowledge of DSM-IV classification and in diagnostic assessment of psychopathology 14) Demonstrates competence in determining eligibility for special education services 15) Competently and thoroughly writes meaningful psychological evaluation reports in a concise, accurate, organized, and clear manner 16) Completes psychological evaluations and writes reports in a timely manner 17) Competently and effectively communicates findings to students, families, and school personnel

18) Demonstrates knowledge of the process for requesting an in-home training evaluation 19) Competently administers and interprets developmental tests as a member of the preschool screening assessment team

2. Domain Two: Prevention, Counseling, and Other Interventions

a. Broad Goal: The intern will demonstrate competence in developing and implementing prevention techniques and interventions, including a variety of approaches to counseling students and families. b. Core Competencies:

1) Prevention 2) Intervention 3) Counseling c. Cumulative Goals: to be mastered in the cumulative attainment of the Broad Goal for Domain Two.

24 1) Demonstrates formal observation in each of the following special education instructional settings: Social Adjustment Class, Life Skills, Adaptive Life Skills, and Inclusion at High School Level (9-12), Middle School (5-8) and Elementary Level (K-5) 2) Demonstrates formal observation in each of the following special instructional settings: Reading 180, ESL, Transition-K, PPCD, and Head Start 3) Demonstrates formal observation in the elementary and secondary general education setting 4) Demonstrates understanding of the membership, purpose, alternatives and required activities of the Pre-Referral Team 5) Attends and seeks to be an active, contributing member of the Pre-Referral Team 6) Provides observations and suggestions to general education teachers and administrators for classroom, behavioral, and environmental interventions focused on the possible prevention of more restricted academic programming for students 7) Demonstrates understanding of the philosophy, model, and systematic application of Response to Intervention (RtI) 8) Demonstrates competence in assisting campus personnel to develop interventions and implement a continuum of techniques for Response to Intervention (RtI) 9) Competently and effectively collaborates with multidisciplinary colleagues to identify and implement reasonable and appropriate intervention goals 10) Demonstrates understanding of theories of psychology as applied to prevention, counseling, and intervention 11) Demonstrates knowledge gained from participating in the Community Resources Breakfast 12) Demonstrates skill in identifying, contacting, and incorporating community-based resources in prevention and intervention activities 13) Demonstrates knowledge of the referral process for the Texas C.H.I.P.S. program 14) Demonstrates ability to conduct and effectively utilize the results of a Functional Behavior Assessment (FBA) 15) Demonstrates ability to develop and lead in the implementation of a behavior intervention plan (BIP) 16) Demonstrates ability to adjust and revise BIP as needed 17) Demonstrates ability to identify the need for counseling/social skills as an intervention 18) Demonstrates competence in completing a formal counseling/social skills evaluation 19) Competently develops counseling/social skills IEPs with measurable goals. 20) Is trained in Crisis Prevention Institute@ Nonviolent Crisis Intervention and the Texas Behavioral Support Initiative (TBSI) and is prepared to serve on a campus-based team 21) Demonstrates competence in the provision of family counseling 22) Competently provides students with individual and group counseling/social skills interventions 23) Demonstrates competence in staff training on a specific topic 24) Demonstrates commitment to and competence in applying evidence-based interventions

25) Demonstrates ability to evaluate interventions using valid data collection techniques

3. Domain Three: Consultation, Collaboration and Interpersonal Competence a. Broad Goal: The intern will demonstrate competence in collaboration, consultation, and relationship building with a wide variety of individuals and organizations.

25 b. Core Competencies:

1) Consultation 2) Collaboration 3) Professional relationships and interpersonal skills c. Cumulative Goals: to be mastered in the cumulative attainment of the Broad Goal for Domain Three.

1) Actively utilizes consultation as an intervention methodology 2) Demonstrates an understanding of the consultation referral process 3) Effectively consults and collaborates with parents, teachers, and professionals across multiple disciplines 4) Effectively performs the data collection, data analysis, and decision making necessary in drawing conclusions and making consultative recommendations 5) Effectively communicates consultation results and recommendations 6) Products well-written consultation reports 7) Demonstrates skill in linking school, family and community resources 8) Establishes and maintains effective relationships with children, adolescents, parents, teachers, administrators, and other school personnel 9) Effectively collaborates with multidisciplinary colleagues to identify intervention goals 10) Effectively serves as a member on multidisciplinary teams 11) Consults with teachers in monitoring progress on BIP goals and is timely in providing progress reports to parents 12) Demonstrates knowledge of the federal definition of Learning Disabilities and the role of Response to Intervention (RtI) as part of a multidisciplinary team 13) Participates with AEP personnel in AEP intake session for students assigned to Davis School (Disciplinary AEP) 14) Participates in a multidisciplinary team meeting at the Disciplinary AEP

4. Domain Four: Scholarship, Data-Based Decision-making, Technological Competence, and Accountability. a. Broad Goal: The intern will demonstrate competence in scholarly activities including involvement in school-based research. b. Core Competencies:

1) Scholarship 2) Data-based decision-making 3) Technological skills 4) Accountability c. Cumulative Goals: to be mastered in the cumulative attainment of the Broad Goal for Domain Four

26 1) Demonstrates skill at identifying research-based psychological techniques, classroom interventions and teaching practices 2) Demonstrates skill in locating, reading, critically evaluating, and utilizing research results 3) Demonstrates skills in developing and utilizing research-based prevention and intervention strategies 4) Demonstrates skill in supporting and perpetuating best practices across all provisions of school-based psychological services 5) Demonstrates knowledge of classroom data collection, data analysis, and feedback regarding effectiveness 6) Demonstrates knowledge of classroom data collection, data analysis, and feedback regarding effectiveness 7) Demonstrates skill in developing and evaluating strategies for Response to Intervention (RtI). 8) Effectively evaluates treatment outcomes 9) Demonstrates knowledge about norms, standardization, and the technical aspects of psychological tests and measures. 10) Demonstrates the development of skills for professional writing 11) Demonstrates participation in professional organizations 12) Demonstrates participation in original research, individual research, support of ongoing research and/or research team. 13) Demonstrates active presentation and discussion of research that can be applied to school- based practice 14) Demonstrates competence in use of computers, computer applications and software programs that are necessary to the practice of psychology in the schools 15) Effectively utilizes the internet in psychological practice and research

5. Domain Five: Diversity and Special Circumstances a. General Goal: The intern will demonstrate knowledge, competence, and sensitivity in understanding, interacting, collaborating, evaluating, counseling, consulting, advising, and implementing interventions and programs with colleagues, students, and families from diverse backgrounds, cultures, and ethnicities; with minority populations; and with students from special circumstances. b. Core Competencies: 1) Diversity awareness and competence: Ethnicity, Race, Religion, SES, Gender, Sexual Orientation 2) Special circumstances: Hospitalization, Residential Living, Homeless c. Cumulative Goals: to be mastered in the cumulative attainment of the general goal for Domain Five.

1) Provides psychological services to students from diversity factors such as ethnicity, race, religion, SES, gender, sexual orientation, and residential circumstances 2) Demonstrates knowledge and sensitivity in interviews and other professional interactions with students and families from diverse backgrounds and special circumstances 3) Demonstrates knowledge of possible diversity issues related to values, beliefs, traditions,

27 customs, parenting styles, language barriers, and the effects of disabilities on others/lifestyles. 4) Utilizes evaluation methods that demonstrate knowledge of and sensitivity to cultural, ethnic, racial, social, and other individual differences 5) Selects appropriate tests and measures for validly evaluating students from diverse backgrounds and special circumstances 6) Utilizes relevant diversity information in test interpretations and, where appropriate, addresses special considerations in evaluation report 7) Demonstrates skill in interventions with students and families of diverse backgrounds and special populations 8) Prepares by reading literature related to the multicultural/diversity factors that may affect counseling 9) Demonstrates skill in counseling children and adolescents from diverse backgrounds and special populations 10) Demonstrates skill in consulting with families from diverse backgrounds and special populations 11) Demonstrates knowledge regarding issues of diversity when recommending behavior interventions, instructional modifications and appropriate classroom environments 12) Demonstrates sensitivity to diversity in conducting functional behavioral assessments and behavior intervention plans 13) Participates in training seminars designed to address diversity issues 14) Reads research and utilizes results related to providing services to diverse backgrounds and special circumstances 15) Competently and effectively provides psychological services, with knowledge of special needs, to students in residential facilities 16) Competently and effectively provides psychological services, with knowledge of special needs, to hospitalized students 17) Demonstrates knowledge of the criteria required for students with emotional difficulties to receive homebound services 18) Demonstrates knowledge of the definition and required services for students identified as homeless 19) Demonstrates skills in data collection regarding diverse student populations 20) Demonstrates interest and ability to formulate research questions related to serving students and families from diverse and special populations

6. Domain Six: Professional, Legal, and Ethical Responsibility a. General Goal: The intern will demonstrate competence in presenting himself, or herself, as a knowledgeable psychological service professional. b. Core Competencies: 1) Professional Comportment 2) Professional Knowledge Base 3) Professional Standards 4) Ethical Knowledge and Behavior 5) Understanding and Application of Law

28 c. Cumulative Goals: to be mastered in the cumulative attainment of the general goal for Domain Six.

1) Presents self in a professional manner that creates team cohesion and gains colleague confidence and respect 2) Demonstrates mature judgment in professional decision making 3) Effectively communicates with colleagues and groups 4) Establishes and maintains effective professional relationships with other interns, supervisors, and psychology personnel 5) Utilizes interpersonal skills in a positive and constructive manner that contributes to the completion of psychological services related tasks 6) Demonstrates skills in identifying professional strengths and limitations and seeks supervisory input when the correct action is unclear 7) Demonstrates leadership skills, self motivation, and independent activities to promote professional growth 8) Carefully follows the ethical and professional standards prescribed by the American Psychological Association (APA), National Association of School Psychologists (NASP), Texas State Board of Examiners of Psychologists (TSBEP) and the Texas Education Agency (TEA) 9) Demonstrates a well developed understanding of ethical principles and applies these principles in scholarship and practice 10) Maintains a high level of ethical behavior regarding confidentiality of parent and family information, student information, and student records 11) Demonstrates general understanding of state and federal law and incorporates law into practice 12) Demonstrates knowledge of state and federal laws specific to parent and student rights, special education evaluation, the ARD process, and the provision of special education services 13) Attends to schedule, required times, and preparation for individual supervision and utilizes and integrates supervisory input in a professional manner 14) Follows work assignments and professional tasks to completion 15) Effectively organizes professional time and manages the stress and competing demands associated with providing psychological services in schools

7. Domain Seven: Specialty in School Psychology a. General Goal: The intern will demonstrate competence in the skills related to successful functioning as a school psychologist. b. Core Competencies: 1) School psychology 2) Special education process 3) School based practice c. Cumulative Goals: to be mastered in the cumulative attainment of the general goal for Domain Seven.

29 1) Demonstrates a sound foundation of professional knowledge that guides communication and decision-making activities 2) Demonstrates a well developed understanding of the role of the school psychologist 3) Demonstrates mastery of psychological practices unique to psychology in the schools and a commitment to expanding his or her knowledge base regarding the practice of school psychology 4) Understands the organization of school systems and the roles of psychologists for improving educational practice 5) Understands federal and state law related to school psychology, education, including special education, and the practice of psychology in the schools 6) Abides by the rules of practice for psychologists as provided by the American Psychological Association, National Association of School Psychologists, and the Texas State Board of Examiners of Psychology 7) Demonstrates understanding of special education eligibility criteria, particularly criteria related to emotional disturbance, autism spectrum disorders and attention deficit hyperactivity disorder, and utilizes the criteria in decision making 8) Demonstrates understanding of the roles of multidisciplinary team members, including the psychologist/LSSP 9) Works effectively as the psychological services member of a multidisciplinary team 10) Assures that psychological evaluations and behavior intervention plans are reviewed by parents, presented in the ARD meeting, distributed to individuals required to have copies, and are included in SEM and the special education file 11) Utilizes specific counseling techniques and methods that promote therapeutic relationships and lead to measurable change in counseling outcomes 12) Demonstrates understanding of the ARD process, composition of the ARD/IEP team and individual roles of ARD/IEP team members 13) Demonstrates understanding of the psychologist’s role as parent advocate and ability to assist parents in understanding parent rights, procedural safeguards, and parent due process 14) Understands the Manifestation Determination Review process 15) Demonstrates understanding of special education law related to student discipline

L. INTERNSHIP TRAINING:

1. Domain Competencies in Relation to Primary Training Activities

The following table attempts to analyze and categorize internship training activities in terms of teaching concepts and developing intern skills in each of the seven training domains. There is also an effort made to consider the skills to be developed for each domain and assess the domain through the NASP conceptualization of foundational and functional competencies. This exercise has been conducted as a tool to assist in the analysis and continued development of the training curriculum. The continued development of a set of written training materials for each cumulative goal will help in increasing the precision of comprehensively listing the training activities directed toward skill development in each domain.

30 Competency Domains in Relation to Primary Training Activities Domain Core Competency Area Cumulativ Primary Training e Activities Objectives I Evaluation and Diagnoses A1-A19 C, D, G, H, J, M, P Functional II Prevention, Counseling and B1-B25 A, B, C, D, E, H, I, N, O,P Functional other Interventions III Consultation, Collaboration, C1-C14 B, C, D, F, G, H, I, J, K, N, Functional and Interpersonal Skills P IV Scholarship, Technological D1-D15 B, C, D, H, I, L, M, P Foundationa Applications, Data-Based l Decision making, and Accountability V Diversity and Special E1-E20 A, D, E, F, H, I, M, N, O, P Foundationa Circumstances l VI Professional, Legal, and F1-F15 B, D, E, F, G, H, I, L, M, P Foundationa Ethical Responsibility l VII School Psychology G1-G15 B, D, H, I, J, L, M, P Specialty

A. Clinical Observation J. Intern Orientation B. Colleague Collaboration K. Multidisciplinary Team Participation C. Data Collection and Analysis L. Professional Conferences D. Direct Instruction M. Reading E. Family Counseling Supervision N. Skills Modeling F. Group Supervision O. Therapy Skill Building G. Guided Practice P. Training Materials H. Individual Supervision I. Intern Didactic Seminars

2. Didactic Training:

There is a schedule for the year of weekly family/group supervision, clinical presentations, didactic training seminars, psychological services meetings, and other intern training activities (See Appendix H). Interns are provided many opportunities for didactic training during the

31 internship year. The Regional Association of School Psychology (DFW-RASP) holds three conferences each year that are built into the didactic presentation schedule for interns. Interns often request to attend the Texas Psychological Association conference (TPA) and the Texas Association of School Psychologists (TASP) conference. In-state training activities may be funded by Denton ISD. Educational leave is allowed for national conferences, such as those held by APA and NASP, but limited funding is available.

Interns begin their internship experience with a week or more of didactic training preparing them to have greater skill and confidence as they begin school-based supervised professional experiences. This includes technology training and training in Crisis Prevention and Intervention (CPI). In addition to the regularly scheduled weekly didactic training, interns attend professional development conferences within the school district, at local universities and at the Regional Educational Service Centers in Fort Worth and Dallas.

Training topics presented within the Denton ISD during the previous internship year included:

Attention Deficit Hyperactivity Disorder Psychologists' Role in Discipline Decisions Autism Diagnoses and Evaluation Psychotropic Medication with Children Counseling Models Role of a Psychologist in the Schools Counseling Children and Adolescents Selective Mutism Interventions for Self Injury Social Skills Training Legal Issues Solution Focused Classroom Management Neuropsychological Evaluation Use of DSM-IV Play Therapy

3. Experiential Training:

Much of the intern’s training program is built on gaining skill through direct practice. Interns learn by watching other skilled practitioners. Interns are initially involved with other seasoned counselors in counseling students and have opportunities to observe their supervisors or other psychologists/LSSPs in their daily professional activities.

Interns are quickly involved in the supervised provision of direct services. This occurs initially as co-activities or activities performed under very close supervision. Interns are observed, or observe others, conducting clinical interviews, administering tests, and working with multidisciplinary teams. With time and practice, interns provide psychological services with less direct supervision.

Interns will provide psychological services to students in general education and special education. A partial listing of experiential experiences interns gain through providing psychological services in general education includes: a. Conducting classroom observations and providing recommendations for students exhibiting adjustment problems b. Consulting with teachers and administrators regarding behavioral or educational difficulties c. Developing behavior intervention strategies to strengthen RtI programming and decrease

32 special education referrals d. Participating on the Campus Intervention Team e. Developing and implementing early screening procedures to identify potential behavior or learning problems f. Conducting training for teachers and other Denton ISD personnel g. Serving as a resource person to general education personnel h. Consulting with school counselors, teachers, nurses, and other school staff i. Coordinating community resources to meet individual student needs j. Assisting in the development and implementation of school discipline models and procedures k. Serving as a resource for campus personnel in the development and implementation of crisis management procedures l. Serving as a member of the crisis team m. Developing and maintaining relationships with social service agencies M. WEEKLY DIVISION OF PROFESSIONAL ACTIVITIES: The following is a sample of the weekly division of activities expected for intern training: Intern Weekly Activities: Activities Hours/Week Percent

I. Direct Services: A. Evaluation: 4 B. Observation: 2 C. Counseling: 1. individual 6 2. group 2 3. family 2 4. crisis 1 17 37.7% D. Consultation: 1. parents 2 2. school personnel/BIP 5 3. other professionals 1 8 17.7 % II. Indirect Services: A. Professional Team Meetings: 1. Staff 1 2. ARD/IEP 3 4 8.9% B. Research Activities: Individual/ Shared Research/Scholarship 2 4.4%

C. Supervision/Professional Development: 1. Individual Supervision 2 2. Group/Family Supervision 1 3. In-Service Training & Workshops 2

33 6 13.3 % D. Administration: 1. BIP Development/Progress 3 2. Report Writing 3 3. Paperwork 2 8 17.7 % TOTAL = 45 HOURS

This is a projected weekly average. The time involved in activities will vary on a weekly basis. More time is devoted to direct services during the academic year. In the summer months, more time is devoted to training activities and research.

N. TRAINING OPPORTUNITIES:

There are many training opportunities available to interns. The Denton ISD serves children from a wide range of ethnicities, minority backgrounds and family circumstances. There are opportunities to work with students who display a variety of cognitive skills, psychological and behavioral disorders, developmental disabilities, and intervention needs. Interns will work collaborative with their primary, secondary and university supervisors to develop an individualized training plan for the year. Many training activities are required by the training program. There are other activities that may be selected by interns that coincide with areas of interest, skill deficits, or future plans. Intern training activities will involve, and may be selected by interns to involve, the following:

1. DIRECT SERVICES/INTERVENTIONS: a. Consultation: Interns will consult with teachers, parents, administrators, outside community professionals, and other individuals. Consultation may involve recommending teaching strategies, developing behavior intervention plans, implementing academic or behavioral classroom interventions or facilitating program design. b. Crisis Intervention: Interns will be actively involved in responding to crisis situations such as intervening with severe and destructive student behaviors, threats of suicide, suicide or deaths of students, parents or faculty. Interns may be trained and serve on the campus crisis intervention team. c. Evaluation: Interns will conduct psychological evaluations of children from diverse backgrounds who display cognitive, emotional, behavioral and/or learning problems. Training in psychological evaluation is available in the areas of emotional disturbance, learning disabilities, autism, ADHD, and neuropsychology. d. Family Counseling/ Parent Training: Denton ISD Psychological Services offers an evening family counseling program through the Family Counseling Center. The program is based on the premise that many school-based problems can best be resolved in the context of the family. Interns will have the opportunity to participate in parent consultation and counseling sessions. A series of seminars for parents on a variety of subjects, such as parenting skills, are in the

34 planning stages and the intern may have the opportunity to participate in the development and presentations of such seminars. Training in various theories and techniques of family therapy is available through the Family Counseling Center. Interns gain experience in a range of therapeutic interventions. e. Group Counseling: Under supervision, interns provide counseling to groups of students with various diagnoses. The group modality is used to address a variety of issues, including grief and school adjustment. Interns may co-lead, with another therapist, group counseling. They may also be involved in providing training sessions with groups of parents. f. Individual Counseling: Under supervision, interns provide campus-based individual counseling to students. Individual counseling is directed toward assisting students to be socially effective and academically successful. g. Social Skills Groups: Social skills development is a prominent focus for students across disabilities and instructional arrangements. Social skills needs are addressed through IEP goals and objectives as determined by an ARD committee. Interventions may involve both individual and group instruction focusing on interpersonal relationships, interpersonal and social communication, social rules, and self-management. Interns in Denton ISD have the opportunity to engage in social skills groups for students and activities may occur on and off campus (e.g. via student group outings). There is a particular emphasis on social skills training for students diagnosed with autism spectrum disorders.

2. DIAGNOSTIC SKILLS AND PROGRAM DESIGN: a. Behavior Intervention Plans: Interns have the opportunity to learn to conduct a functional behavioral assessment (FBA) and development a Behavior Intervention Plan (BIP), with a focus on using positive behavior supports. b. Diagnostic and Intervention Skills: Use of the DSM-IV is emphasized in the diagnostic process. Following the evaluation and diagnostic process, interns participate with multidisciplinary teams in utilizing this information to design programs that meet the student’s specific needs. Specific DSM disorders often encountered in a school setting include:

Anxiety Disorders Communication Disorders Traumatic Brain Injury Conduct Disorders Learning Disorders Tourette’s Syndrome Mental Retardation Mood Disorders Schizophrenia Pervasive Developmental Disorders ADHD c. Functional Behavioral Assessment: interns participate in evaluations of student behaviors for the purpose of determining the function of a behavior and methods to affect the frequency of occurrence. Functional Behavioral Assessment (FBA) provides information upon which a student Behavior Intervention Plan (BIP) is developed, and upon which selection of appropriate IEP goals, objectives, and strategies is based.

35 3. ALTERNATIVE & SPECIALIZED PROGRAMS/CAMPUSES: a. Ann Windle School for Young Children and the Popo and Lupe Gonzalez School for Young Children: These are the Denton ISD early childhood campuses, providing pre- kindergarten, Head Start, deaf education, and Preschool Program for Children with Disabilities (PPCD) programs. Skills developed and taught at these campuses include self-esteem, self-help, language, academic readiness, beginning math, beginning reading, beginning science, pre- writing, physical development, pre-computer, and cooking / art / music. b. Denton ISD Disciplinary AEP (Davis School): The AEP is a regular education disciplinary program that serves students who have engaged in misconduct. It educates these students for a specified period of time and then they return to their home campus. c. Fred Moore: Self-paced high school academic program for at-risk students. Attendees at Fred Moore include students aged 16 to 21 who are one or more years behind grade level, have dropped out of school, married, pregnant or parenting, returning from treatment centers, homeless, or who have failed one or more areas of the state TAKS assessment. The At-Risk Program is a regular education program designed to educate students who are at risk for dropping out of school. Instruction is individualized and self-paced. The curriculum often contains a vocational component. d. Head Start Program: The Head Start program promotes school readiness through the enhancement of social and cognitive development of children through the provision of educational, health, nutritional, social, and ancillary services. Head Start is a national initiative governed by the Head Start Act (42 USC 9801 et seq.). The Head Start program for the Denton area is housed within the Denton ISD. e. Joe Dale Sparks Campus: The Joe Dale Sparks Campus is located in the Denton County Juvenile Detention Center and serves students who have been incarcerated for legal offenses. The campus provides academic programming to students placed in short-term detention, as well as the long-term P.O.S.T. adjudication residential placement program. Students receive instruction in core subject areas, physical education, and selected electives. Instruction is provided within the scope of the program of the juvenile detention center and Denton County Juvenile Probation Services. f. Juvenile Justice Alternative Education Placement (JJAEP): The JJAEP program serves students from Denton County schools that have been expelled from their home districts. The program includes academic, drill/physical instruction and training in self-discipline. The JJAEP educational staff is provided by a neighboring school district (Lewisville ISD); however, students from Denton ISD who receive special education related services receive these services through Denton ISD. g. Regional Day School Program for the Deaf: Denton ISD is home to the Texas Regional Day School Program for the Deaf, serving students eligible for special education services under the handicapping condition of auditory impairment residing in Denton, Cooke, and Wise

36 counties. Services are eligible to students from birth through age twenty-one, and range from interpretation support in the general education setting to fully self-contained academic instruction. The emphasis of the program is on English language acquisition and speech via a total communication approach. h. Teen Pregnancy Program: The Denton ISD Teens Taking Responsibility in Parenting Success (TTRIPS) program provides assistance in obtaining childcare, transportation, parenting education, and additional services for pregnant and/ or parent students in Denton ISD. The goal of the program is to provide assistance to students in order to insure completion of their high school diploma and acquisition of occupational skills.

4. INSTRUCTIONAL ARRANGEMENTS / CLASSROOM SETTINGS: a. Adaptive Life Skills Classes: Adaptive Life Skills Classes provide a curriculum that focuses on basic living, communication, and self-help/self-care skills. The students served in these classrooms often have profound medical and developmental conditions, resulting in the need for assistive technology and medical assistance. Interns are provided the opportunity to work with students, parents and multidisciplinary school personnel in meeting a wide variety of student needs (e.g. behavioral, academic, self-care). b. Bilingual/ESL Services: Denton ISD provides instruction and a number of services for children for whom English is not their primary language. Psychology interns have the opportunity to observe or participate in bilingual evaluation, instruction, and interventions. c. Content Mastery: The goal of Content Mastery is to educate students with disabilities in the regular classroom with their peers. Toward this goal, following the instruction provided in the general education setting, students have the opportunity to complete assignments and/or tests in the content mastery room with guidance from a special education teacher. . d. Homebound Instruction: Homebound instruction is provided to students based on medical need. Students who are unable to attend classes on campus are instructed at home or in a hospital setting. e. Inclusion: Inclusion services are provided in the general education classroom through in-class support, as opposed to students receiving services in special education classrooms. f. Life Skills Classes: These classes focus on the development of basic academic skills, skills for daily living, and occupation training for self-support. g. Preschool Program for Children with Disabilities: PPCD classes serve children, ages 3-5 years, with various types of disabilities. Preschoolers are provided instruction to encourage the development of cognition, emotion, communication, motor skills, self-help skills, social skills, and creative expression. h. Resource Instruction: Some elementary and secondary campuses provide specific classroom instruction primarily focused on remediating learning differences. This service may also be

37 offered through inclusion in general education classes. i. Social Adjustment Class: The Social Adjustment Class provides a therapeutic classroom environment which, in addition to academic instruction, focuses on structure and behavior management. This may be provided as a self-contained instructional arrangement for children who have severe emotional and/or behavioral problems. More often it is utilized for certain periods of a student’s school day and for student support in general education. The classes have a behavioral level system with contingencies, a structured daily schedule, and social skills training. The goal is to teach social skills and provide individualized instruction in order to facilitate the transition of students as they return to the general education classroom. j. Vocational Adjustment Classes: Students receive vocational instruction in fields such as cosmetology and auto-technology. Further, with campus-based vocational programs, students may receive specific job training and off-campus job placement supervised by a Vocational Adjustment Coordinator (VAC). School personnel conduct vocational assessment and develop an individual transition plan which is designed to help each student successfully graduate, work and live in the community.

5. SPECIALIZED TRAINING OPPORTUNITIES: a. Autism In-home Training: An In-home training evaluation is completed by district staff prior to initiation of this service and it must be requested by an ARD committee. In-home training is provided to students under the special education eligibility of autism, with the purpose of assisting in the generalization of IEP goals from the school to the home setting. b. Autism Support Team: Children who are referred for assessment due to a possible Pervasive Developmental Disorder or Autistic Disorder are assessed by a Campus-Based Autism Team. Members of an AU team include a speech therapist, an occupational therapist, an educational diagnostician and an LSSP. The Autism Support Team provides consultation and training to campus-based AU teams. c. APE Student Outings: Students receiving Adapted Physical Education services have the opportunity to participate in off-campus outings under the supervision of the APE staff. Interns and other staff are offered opportunity to assist the APE staff in supervising these outings, such as fishing at North/South Lakes Park each spring. d. Autism Evaluation: Specialized evaluation utilizing a multidisciplinary team approach and allowing interns to learn the process for multidisciplinary evaluation with teachers, speech- language pathologists, occupational therapists, educational diagnosticians, and other relevant personnel. Evaluation procedures expose interns to a variety of tools, including the ADOS, ADI- R, PEP-3, and autism rating scales. e. AU Social Skills Groups: Denton ISD provides social skills group instruction to individuals with autism spectrum disorders focusing on improving interpersonal relationships and coping with social situations. Group activities include off-campus outings to expose students to community activities and social situations.

38 f. Circle of Friends: Circle of Friends is a peer support group for special needs students. The Circle of Friends program provides a social network for a student that is selected in accordance with the student's interests and skills. These friends provide support and serve to facilitate special needs students’ interactions with age-level peers. Psychologists play a role in identifying students who will benefit from Circle of Friends and participate in planning and coordinating the activities. g. Community Referral and Liaison Services: Interns gain experience in working with physicians, psychologists, hospital staff, and professionals from state, county, and local agencies. Through these activities, interns increase their knowledge of community resources and learn methods for providing students with needed services. Emphasis is placed on the ethical and legal considerations in interacting with outside agencies. h. General Education Counseling: General education counselors provide support and guidance to all students on each Denton ISD campus. They also provide guidance activities in classrooms. During the course of internship training, interns will consult with general education counselors. Psychologists and counselors may serve as co-counselors for groups. These counselors often participate along with district psychologists and psychological interns as members of the ARD/IEP committee. i. Multicultural/Minority Issues: Interns acquire knowledge and gain experience in using varied approaches appropriate for working with minority students. Sensitivity to and respect for diversity is emphasized throughout the training program. j. Parent Support Groups/Parent Education: Denton ISD seeks to encourage the development of knowledge and skills within the family through sponsoring parent support groups and through providing parent education. Specific Groups include a group for parents with children receiving special education services, a group for parents of children with ADHD, a support group for parents of children diagnosed with mental retardation, and a support group for parents of students with autism/Asperger’s Disorder. Areas of parent education include drug and alcohol issues, parenting skills, medication issues, and crisis intervention. k. Social Work Services: The Denton ISD Social Work Services coordinates social services with school support and community agencies and addresses the diverse social, emotional, cultural, and economic needs of students and families. Services include information and referral to community agencies, crisis support, identification of resources for medical evaluation and treatment, assistance with school supplies and clothing, coordination of the district Homebound Program, liaison with area homeless programs, and assistance to Special Education Services in addressing specific student needs. l. Student and Staff Assistance Services: Student and staff assistance service programming in Denton ISD focuses on providing students, staff, and their families with help and support related to emotional, social, and substance abuse issues. Specific programs administered by this department include Safe & Drug Free Schools and Communities and Bullying Prevention. Referral information to community mental health and substance abuse treatment providers is

39 available. An employee assistance program is provided. m. Wellness Program: The Denton ISD Wellness Program provides staff and their families with free and low-cost health and wellness assessments and activities. Services include annual wellness assessments, exercise classes, flu shots, and other services to help staff and their families maintain good health and healthy behaviors.

6. PROFESSIONAL PRACTICE: a. Educational Presentations: Interns work with supervisors and other psychology personnel in preparing presentations for professional training. Routine opportunities for case presentations are also provided. b. Ethics: Interns receive training in ethical and professional standards. They may choose ethics as an area of particular concentration. Standards are modeled, practiced, and discussed across the internship year. Interns are held to the professional and ethical standards set forth by the American Psychological Association (APA), National Association of School Psychologists (NASP), and the Texas State Board of Examiners of Psychologists (TSBEP). Interns have the opportunity to attend continuing education in ethics and gain continuing education units (CEUs) for attendance. Interns are required to utilize in daily practice the ethical standards and guidelines provided by the APA and the NASP. c. Policies and Law: Interns are trained regarding federal and state law, as well as local policies for providing psychological services in schools. Training is provided regarding federal and state law specific to special education. d. Report Writing: Interns are required to gain competence in psychological report writing. Interns are trained to report concise and accurate test results as well as provide recommendations that can be realistically implemented. e. Research: The Denton ISD pre-doctoral internship training program includes opportunities for ongoing research activities. Interns have the opportunity to conduct group or individual research projects, including dissertation research.

O. EVALUATION:

1. EVALUATION OF INTERN PERFORMANCE: Intern evaluation and feedback are integral aspects of the Denton ISD training program. Evaluations of intern performance are both informal and formal. Informal evaluations may occur at any time and may occur by the request of the intern. a. Self- Evaluation: At the beginning of the internship program, interns complete a self- evaluation of professional skills and then provide the evaluation to their supervisors. This self-evaluation is utilized in establishing baseline skills and in the developing the Individualized Intern Training Plan (IITP). Intern self-evaluation will also be conducted at the beginning, mid-year and at the end of the training program (See Self Evaluation, Appendix I).

40 41 b. Formal Evaluation of Intern Performance:

Interns will be formally evaluated twice during the training year, at mid-year and at the end of the training program. These evaluations are directed toward the specific goals for internship. Interns are aware of each goal, in that each of these goals is included on the individualized ITP. At mid year, the performance evaluation instrument will be completed and a copy will be provided to the intern for review before the evaluation review meeting. Evaluations of each intern's progress will be completed by the primary supervisor in collaboration with the intern and other professionals who have worked closely with the supervisee (See Performance Evaluation, Appendix K).

Interns will be evaluated on progress in developing competencies toward the broad goals for the seven program domains based on progress in each of the cumulative program goals in each domain. Cumulative goals will include all training goals for the intern’s program. Each goal, including the internship minimum standard, will have been included in the Individualized Intern Training Plan as well as on the Intern Performance Evaluation.

Formal evaluation meetings will be held between the intern and primary supervisor. Other individuals involved in supervision may be present at the request of the intern or supervisor. The results of performance evaluations will be shared with the DTC and with University Internship Coordinators/Supervisors.

Because interns are employees of the District, the Employee Performance Evaluation utilized by the Denton ISD Psychological Services will also be used with interns, as well as all other Psychological Services employees in, April or May of each year. The result of this evaluation will be used to prepare for the internship evaluation at the end of the internship year (See Appendix L).

2. EVALUATION OF TRAINING PROGRAM BY INTERN:

Interns will also participate in formal and informal evaluation of both the training program and their supervisory experience. Informal evaluation occurs in the form of ‘feedback’ meetings with the Internship Director. These informal meetings occur at a minimum of twice in each semester.

Interns will formally evaluate the training program at the end of the program (See Evaluation of Internship, Appendix M). The end of the year evaluations are shared directly with the Internship Director, rather than with Primary or Secondary Supervisors. Interns will also evaluate their supervisors and the quality of supervision (See Evaluation of Supervisor, Appendix K). The Internship Director will discuss the results of the evaluations with primary and secondary supervisors and with the Doctoral Training Committee (DTC).

42 P. INTERN DUE PROCESS:

There is a specific set of complaint and due process procedures to be used by Denton ISD pre- doctoral interns. During the initial internship orientation, interns are provided with specific instruction regarding these procedures. It is expected that these internship due process procedures will become more well-defined as they are utilized and the program develops and evolves. In addition, it is expected that when the internship meets APPIC membership requirements, the APPIC problem resolution and grievance processes will be utilized for interns in conjunction with the procedures developed by the Denton ISD internship.

The procedures, specific to interns, were developed in conjunction with the participation of graduate students who were interns in the first year of the internship program. These procedures continue to evolve. At present, the intern problem resolution and due process addresses five specific areas:

1. Program Suggestions or Concerns 2. More Serious General Complaints 3. Issues with Individual Training 4. Concerns regarding Supervision/Supervisor 5. Concerns regarding Performance Evaluations

In addition to providing the following information in this handbook, there are separate instructional handouts for each area that are available to interns.

1. INTERN PROCESS TO ADDRESS PROGRAM SUGGESTIONS OR CONCERNS: a. The Denton ISD internship is new and continues to add additional organization and structure to the program. Supervisors are very receptive to intern suggestions regarding program training activities or program development. Interns should feel free to speak openly with their supervisors without fear of reprisal. Interns should also feel free to share internship program training suggestions or concerns with the internship program director. b. Interns can expect to be able to speak freely without negative repercussions. They may speak directly to any of the doctoral psychologists/LSSPs who serve as supervisors and trainers. Interns may e-mail suggestions or comments to supervisors or the director. In addition, interns may utilize weekly group supervision, a time shared with supervisors and other interns, as an avenue for presentation of suggestions or concerns. c. Even if suggestions are provided verbally, all suggestions or concerns should also be provided in writing. This will document the discussion, record the concern, and direct a correction or outcome. All suggestions, no matter how they are received, will be reviewed by the Internship Director and the Doctoral Training Committee (DTC). Each suggestion will be concretely addressed. d. SUMMARY: To address program suggestions or less serious concerns

43 1) OPTIONS: (Notice) a) Discussion or email to clinical supervisor b) Discussion or e-mail to internship director c) Present idea/concern in weekly group supervision meeting d) Use the Suggestion Box (anonymous option)

2) ADDRESSED: (Hearing/ Review) a) By Clinical Supervisor or Internship Director b) Reviewed by DTC

3) OUTCOME/ RESOLUTION: Supervisor/ Director/DTC responses and solutions will be posted on the Psychology Department Message Board

4) APPEAL: At this level, if the intern is not satisfied with the outcome, try again with additional supporting material

2. INTERN PROCESS TO ADDRESS MORE SERIOUS GENERAL CONCERNS: a. If an intern has a serious training concern related to the general program, he or she should make an appointment with the internship director to directly discuss this concern. All suggestions or concerns should be provided in writing in order to document the discussion, record the concern, and direct a correction or outcome. b. The internship director will review the intern’s concern and will provide a written resolution to the intern. The resolution may be a suggestion for alternatives to be tried by the intern, may be a directed intervention with other program personnel, or may be a statement indicating the director’s view that no action is necessary. c. If the intern believes the concern to be important, but unsatisfactorily addressed or resolved by the internship director, the intern should ask to present the concern directly to the Doctoral Training Committee (DTC). All suggestions or concerns should be provided in writing in order to document the discussion, record the concern and direct a correction or outcome. d. The intern should complete a formal Internship Notice and Problem Resolution Form (INPRF). The form is available through as part of the internship handbook (INPRF is included as Appendix L). Use of the INPRF form will be discussed during the Intern Due Process presentation in the initial intern orientation. e. After the intern has presented the concern to the Doctoral Training Committee, the committee will discuss the concern with the intern then discuss the concern without the intern’s presence. f. A representative of the DTC will meet with the intern and provide to the intern a written response or solution from the DTC.

44 e. SUMMARY: More Serious General Training Concerns

1) INTERN STEPS: a) Use INPRF (Notice) b) Discuss with internship director (Hearing)

2) ADDRESSED: a) Reviewed by director (Review/Hearing) b) Response in writing to intern from internship director (INPRF)

3) INTERN STEPS: a) If response from director is unsatisfactory, present to DTC (Appeal) b) Provide concern to DTC in writing (INPRF) b) Discuss with DTC (Hearing/Review)

4) ADDRESSED: a) Response in writing from DTC (Response to Appeal) (INPRF) b) Discussed with DTC representative (Response to Appeal)

3. INTERN PROCESS TO ADDRESS CONCERNS RELATED TO THE INTERN’S INDIVIDUAL TRAINING: a. If interns have concerns about their individual training plan or program this concern should be directly discussed with their primary clinical supervisor. If the intern is uncomfortable regarding this discussion, a third person may be present. This third person can be another supervisor or can be another intern. In addition to the discussion, all suggestions or concerns should be provided in writing (INPRF) in order to document the discussion, record the concern, and direct a correction or outcome.

The clinical supervisor will review the concern, may discuss the concern with a supervisory colleague, and will provide a written response and resolution to the intern’s concern (INPRF). b. If the concern is not effectively addressed as a result of the discussion with the clinical supervisor, the intern should attempt to address the concern a second time with the primary supervisor. Again, the intern may have a third party present for the discussion. Again, all suggestions or concerns should be provided in writing (INPRF) in order to document the discussion, record the concern, and direct a correction or outcome. The intern should indicate why the first solution was unsatisfactory.

The clinical supervisor should review the concern. At this point the supervisor is required to enlist a second supervisor in considering the concern and the resolution. The supervisor will review the concern and provide a written response (INPRF). c. If after the second discussion with the primary clinical supervisor, the concerns are not satisfactorily addressed, the intern should address this concern with the internship director. In

45 addition to meeting to discuss the concern, intern suggestions or concerns should be provided to the internship director in writing (INPRF) in order to document the discussion, record the concern, and direct a correction or outcome.

The internship director must thoughtfully review the concern, discuss the concern with the DTC, and provide a written response. If some action is indicated in the director’s response, the director must provide a time line for that action. d. If, after providing the concern to the internship director and receive a written response, the concern is still not satisfactorily addressed, the intern should contact their university supervisor/coordinator, inform the university supervisor in writing of the concerns, and document the steps that have been taken to address these concerns. The intern should provide their internship primary clinical supervisor with a copy of the letter written to the university supervisor. The supervisor may directly contact the university supervisor. The intern will need to follow up with the university supervisor and utilize their guidance in resolving the concern. e. SUMMARY: Concerns related to individual training

1) STEPS: a) Use INPRF (Notice) b) Address concern with primary clinical supervisor (Hearing)

2) ADDRESSED: a) Reviewed by clinical supervisor b) Addressed in writing, including resolution, by clinical supervisor (INPRF)

3) STEPS: a) Use INPRF (Notice) b) Address concern again with primary clinical supervisor (Second Hearing)

4) ADDRESSED: a) Reviewed by clinical supervisor with second supervisor b) Addressed in writing, including resolution, by clinical supervisor (INPRF)

5) STEPS: a) Use INPRF (Notice) b) Address concern with internship director (Appeal)

6) ADDRESSED: a) Reviewed by internship director in consultation with DTC (Review/Hearing) b) Addressed in writing, including resolution, by internship director (INPRF)

7) STEPS: a) Address in writing with university supervisor (Appeal) b) Provide copy to primary internship supervisor

46 8) ADDRESSED: a) Hopefully, in writing by University Supervisor

4. INTERN PROCESS TO ADDRESS CONCERNS REGARDING SUPERVISION /CLINICAL SUPERVISOR:

1. An intern may have a concern/complaint regarding the supervision provided or other actions of the intern’s primary or secondary clinical supervisor.

2. It is recommended that an intern address a supervisor concern as quickly as possible rather than waiting or avoiding addressing the concern.

3. Interns have a right to have concerns or complaints about supervision or supervisors addressed in a timely and professionally appropriate manner.

4. The following addresses two possible sequences: (1) the intern feels comfortable in addressing the problem with their supervisor and (2) the intern does not feel comfortable addressing the problem with their supervisor.

The process to address a concern about a clinical supervisor is as follows:

I. Sequence A: The Intern Will Meet with Supervisor

A. STEP 1 (A):

1. If the intern believes that it is possible, the intern is encouraged to address supervision issues or other supervisor issues directly with the supervisor. If this can be done, it is the recommended first step.

2. If the intern chooses to address a supervisor concern directly, he/she must have another supervisor present for the discussion. (Hearing)

3. The third party (a supervisor) must be invited by the intern and should be invited well in advance of the meeting with the intern’s supervisor.

4. The supervisor invited to be a third party for the discussion must be a member of the Denton ISD Psychological Services Department.

Preferred selection of third party: a. The intern’s primary/secondary supervisor b. The internship director c. The internship training coordinator d. An internship clinical supervisor

5. If an intern chooses to discuss a concern with a direct supervisor, the supervisor is expected to listen and respond to these concerns in an objective manner.

47 6. The third party supervisor must take notes and record information about the discussion and outcome.

7. The intern will document these concerns on the INPRF. (Notice)

8. The primary supervisor will review the information and will respond using the INPRF. (Review)

B. STEP 2 (A):

1. Using the Internship Problem Resolution Form (IPRF), the supervisor must address, in writing, the actions that will be taken to address the intern’s concerns. (Review and Response)

a. The actions to address concerns must be specific. b. There must be a time line provided for resolution. c. If the supervisor denies the need for correction, that must be recorded on the IPRF. d. Both intern and supervisor must sign the IPRF. e. The intern must be provided with a signed and dated copy of the IPRF.

C. STEP 3 (A):

1. The concern and details about the meeting must be documented by the intern. This must occur, even if the intern believes the issues have been resolved. 2. The intern must record if he/she is satisfied with the corrective action suggested by the supervisor. 3. Use INPRF.

D. STEP 4 (A):

1. A copy of the IPRF and the notes from the observing supervisor must be provided to the internship director.

E. STEP 5 (A):

1. Within two weeks, a second meeting, including all three individuals in the first meeting, must be held to discuss the resolution of issues. All present must document the results.

F. STEP 6 (A)

1. If the supervisor has denied the charges and has not proposed an acceptable resolution, the intern and supervisor are required to meet with the Internship Director. The internship director will take the information and results from this meeting to the (DTC). (Appeal)

48 2. The DTC will review the situation and propose a resolution. This will be provided in writing to the intern.

II. DOES NOT MEET WITH SUPERVISOR (B)

A. STEP 1 (B):

1. In the situation where an intern does not feel that he or she can discuss the concern directly with the supervisor, even with another supervisor present, the intern should instead address the concern with the internship director. (Notice)

2. In specific situations, the intern may choose, instead, to discuss the concern with an internship supervisor; however, in this case the internship director must be informed of the process. (Review)

3. The meeting must be documented. The intern must record the concern on the INPRF and the form must the completed by the supervisor who met with the intern or by the internship director, if the director met with the intern.

4. The internship director is provided with a copy of the INPRF.

B. STEP 2 (B):

1. The internship director will discuss the concern with the clinical supervisor who spoke with the intern. The internship director and the clinical supervisor will develop a plan to address the concern.

2. The internship director and the clinical supervisor will meet with the intern to discuss the methods for resolving the concerns. The plan must be specific and there must be a time line for resolution. This process must be documented. If this plan leads to a resolution of the problem, the process is ended. (Hearing)

3. It may be acceptable, but not desirable, to choose not to immediately discuss the concern with the supervisor with whom the intern has expressed an issue. It is acceptable only if the intern is insistent, the problem is situational and may be resolved by some change in the intern’s behavior, and if a true solution can be reached without the discussion. Most situations will require that the internship director speak very quickly to the supervisor who is the subject of the concern. (Notice)

C. STEP 3(B):

1. The Internship Director will meet with the clinical supervisor, explain the intern’s concern, and the two will produce in writing and resolution to the concern. This resolution will be shared with the intern.

49 2. The supervisor will document his or her prospective on the situation creating the concern. The supervisor will be required to continue to be professional and positive with the intern. A supervisor may not take any action against an intern because the intern has expressed a concern.

3. If the internship director, after having met with the intern, the clinical supervisor who heard the concern, or the clinical supervisor who is the subject of the concern (Hearing) , determines that no action will be taken (Review), the internship director must document this on the INPRF and must meet with the intern in person to discuss this decision.

D. STEP 4 (B):

1. If the problems leading to the intern concerns have not, in the interns’ opinion, been satisfactorily resolved, the intern may chose to initiate a more formal Level Two complaint (above internship director). The intern must utilize the formal Intern Notice and Problem Resolution Form (INPRF). The concern will be recorded as a Level Two complaint.

E. STEP 5 (B):

1. Depending on the situation and issues involved, the intern complaint and methods to address resolution will be brought to the doctoral internship training committee (DTC). If the issues are personnel issues that are inappropriate for the DTC, the Level Two complaint will be handled by the Denton ISD Human Resources. (Appeal)

2. The DTC members, minus the internship director and direct clinical supervisor, must review the interns concerns, develop a plan to resolve the problem, and provide the intern with the plan in writing (INPRF).

3. At the internship director’s discretion, a level two complaint, or a level one complaint that does not appear to have a good possibility of resolution, may be addressed by assigning the intern to a new supervisor. This method of resolution may not be used with the same intern more than one time within an internship year.

F. STEP 6 (B):

1. Any complaint that reaches the district standard for complaint or due process must be addressed by the regulations utilized for all employees and approved by the Board of Trustees. This includes issues of harassment, sexual impropriety, and unprofessional conduct. It might also include issues related to performance evaluations and employment. Based on the concern, this may be the first level of complaint for the intern. This level of complaint is considered to be a third level complaint procedure in the pre-doctoral internship due process.

2. A level three complaint will involve a District Human Resources officer and the Director of Special Education.

3. The process will follow that approved by the Denton ISD Board of Trustees for District personnel.

50 5. INTERN PROCESS TO ADDRESS CONCERNS ASSOCIATED WITH PERFORMANCE EVALUATIONS:

If an intern disagrees with the result of a performance evaluation, the intern should take the following steps:

A. STEP 1

1. At the time of the evaluation, voice concerns. If the intern continues to be unhappy with the evaluation, the intern should ask the supervisor for an Intern Notice and Problems Resolution Form (INPRF). The intern should return the completed form to the supervisor who completed the evaluation, and to the primary clinical supervisor (generally the same person).

2. The intern should provide specific options in the rating of performance, decline to sign the evaluation, and should make an appointment to meet again with the supervisor.

3. An intern may sign an evaluation and realize they do not agree after leaving the meeting. In this case, the intern must immediately contact the supervisor who completed the evaluation and provide a written statement (can be an e-mail) indicating that they would like to retract their signature on the evaluation. The intern will immediately complete an INPRF specifying their areas of disagreement and what they believe to be the proper ratings for those areas.

B. STEP 2

1. The intern should take time to study the areas where the evaluation did not reflect satisfactory progress and give careful consideration to the possibility of the evaluation being a correct reflection of performance.

2. The supervisor will review the areas where the intern’s performance evaluation did not reflect satisfactory progress. They should talk with other supervisors involved in providing information for the evaluation and give careful consideration to making changes in the evaluation.

C. STEP 3

1. The supervisor will meet again with the intern. They will discuss any possible changes in the evaluation. If the supervisor determines that the performance evaluation will remain the same, they should provide a written statement to the intern. The intern will document his or her response on the INPRF.

D. STEP 4

1. If the intern does not agree with this decision, the intern may appeal the decision regarding the performance evaluation to the Doctoral Training Committee (DTC). The intern will contact a DTC member and request to speak directly with the committee to appeal the decision. This appeal must be in writing and should document specifically the intern’s disagreement.

51 2. The Doctoral Training Committee (DTC) will appoint someone to speak directly with the intern regarding the appeal at the internship level. The decision of the Doctoral Training Committee is the final decision.

E. STEP 5

1. The intern does have the right, as does any other Denton ISD employee, of discussing their concerns and filling an appeal with an officer from the Denton ISD Human Resources.

2. The intern will contact Human Resources and follow the instruction provided by that office.

Q. CONCERNS REGARDING INTERN BEHAVIOR OR PROGRESS:

1. Intern progress is monitored throughout the program. Supervisors will provide weekly feedback to interns regarding their progress. If a supervisor has serious concerns about the progress of an intern, the supervisor will meet will the internship director to discuss these concerns.

2. The internship director and the clinical supervisor will meet with the intern. An improvement plan will be developed and signed by the intern, clinical supervisors, and the internship director. This plan will have specific requirements with improvement goals that can be documented. The improvement plan will be reviewed and progress recorded before completing the formal performance evaluation.

3. If at the time of the mid-year evaluation, there are serious concerns about an intern’s progress, this should be reflected in the performance evaluation. Remediation strategies will be developed at this time and may include, in addition to clinical study, reassessing the intern’s assignment or considering a change in supervision.

4. The university supervisor will be contacted regarding intern progress. The supervisor is expected to be an active member in seeking the best training solutions.

5. The internship coordinators/supervisors will make every effort to assist an intern in developing skills that would allow retention in the internship program. The DTC will provide, direct guidelines and review the results.

6. If for any reason, it becomes apparent that the intern does not have the skills, and can not reasonably gain the skills required to successfully complete the internship, the clinical supervisor and internship director will meet with DTC. If the DTC determines that the intern may not remain in the program, the clinical supervisor and internship director will meet with the intern and provide this official opinion.

6. After consultation with the university program, the intern will be asked to leave the internship program.

52 R. APPLYING FOR ACCEPTANCE INTO THE DENTON ISD PRE-DOCTORAL INTERNSHIP PROGRAM:

1. Questions:

You may contact the internship program to have questions answered or gain additional information. For the 2011-2012 internship year the following e-mail addresses will provide you with answers and information. Please use the first e-mail address listed. If you do not get the information you need, use the other e-mail addresses in the order provided.

E-mail addresses: 1. [email protected] 2. [email protected] 3. [email protected] 4. [email protected]

Mailing Address: Denton ISD Pre-Doctoral Internship Program Special Education Services Psychological Services 1205 University Drive Denton, Texas 76201 Telephone: 940-369-4097 or 940-369-4075 2. Application: Process/Materials/Requirements: For the 2011-2012 internship year, all application materials must be received by November 15, 2010. An applicant may inquire as to the status of their application. Applicants with incomplete files will not be considered. A completed application must include the following: a. A completed application form (Use the APPIC application for 2011-2012 available on the APPIC website. The APPIC website includes instructions for the application). Applications must include Parts 1 and 2. A copy of the APPIC application is also included as Appendix R to this handbook. b. A current, comprehensive vita c. A completed Denton ISD/University/Intern Agreement form (Appendix M) d. A completed Certification of Eligibility for Internship form: This is completed by the University Director of Internship Training (This is Part 2 of the 2011-2012 APPIC Application) e. Three favorable letters of recommendation addressing:

1) Prior training, interests and goals appropriate to the internship program 2) Current level of professional competence and in which areas of training 3) Adherence to ethics and knowledge of law

53 4) Interpersonal skills appropriate to the professional practice of psychology f. Official transcripts of all graduate work. Individuals wishing to become licensed as LSSPs in the state of Texas or practice psychology at doctoral level with a specialty in school psychology must indicate courses or course content in the following: 1) Core curriculum including biological bases of behavior, cognitive/emotional bases of behavior, social bases of behavior, individual bases of behavior, child and adolescent development (normal and abnormal), human learning, human exceptionalities, statistics and research design, and history and systems 2) Intellectual, personality, and other assessment courses 3) Counseling (individual, crisis, group, or family), consultation and behavior management 4) Advanced research and program evaluation courses 5) Language and computer courses 6) Practicum experience 7) Professional issues and standards, roles and functions of school psychologists; legal, cultural, and ethical issues; history and foundation of school psychology; education of exceptional learners; multicultural, education; organization, administration, and financing of public schools; curriculum, and instructional/remedial techniques g. Practicum experience: Preference for 900 practicum hours or above: 1) Four hundred fifty hours (450) in direct psychology services to diverse student populations which address a range of presenting problems using a variety of assessment/diagnostic approaches and methods of intervention and treatment 2) Three hundred and fifty (350) additional hours 3) One hundred (100) documented hours of formal supervision 4) Practicum hours are distributed over one year or more of graduate training

Where possible, application materials may be submitted online to [email protected] and to [email protected]. Other materials must be submitted through other means to the attention of Billie Mohair at the address provided above and be received by the November 15, 2010 deadline. 4. Interviews: 1) Applicants with completed files and who are selected for interviews will be notified by December 15, 2010 by e-mail, phone call, or letter. If the applicant is interested in completing an interview, it will be arranged on Dec 15 or immediately after that time. 2) Applicants with completed files and who are not are selected for interviews will be

54 notified by e-mail, phone call, or letter by December 15, 2010. 3) The Department will schedule interviews for dates in January, 2011. The interview will consist of a panel interview, an individual interview, an intern with current interns, and, if time allows, a tour of Denton ISD and practice sites. 4) Interns are expected to participate in site-based personal interviews; however, at times a telephone interview may be acceptable. 5. Internship Selection Criteria: The criteria employed in selecting interns are as follows: 1) Met Application Requirements: Completed Application and all other required materials were on file by deadline date indicated. 2) Information provided in Applications 3) Coursework 4) Practicum and professional experience 5) Letters of Recommendation 6) Interview a. Professional/ Personality characteristics b. Interview Responses/professional philosophy/ answers/ questions c. Internship compatibility d. Interview Ratings e. Clinical Supervisor/DTC Ratings

6. Intern Notification: Denton ISD will use the APPIC MATCH Process. Denton ISD will abide by all APPIC policies. 7. Procedure for Individuals Accepted: Individuals accepted for internship must immediately provide the Internship with the following information by completing the internship acceptance form (See Appendix N): a. Contact Information b. Arrival Date c. Agreement to Internship Start Date d. Information regarding personal liability insurance e. University Supervisor Contacts

55 APPENDIX A DENTON ISD PSYCHOLOGICAL SERVICES PERSONNEL

2010-2011

Jennifer Austin, Ed.S., LSSP, ABD Education: B.A., University of Colorado; Ed.S., University of Nebraska LSSP Internship: Grayson County Special Education Co-Op, Sherman, Texas Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: Regional Association of School Psychologists, Texas Association of School Psychologists Areas of Special Interest: Autism Spectrum Disorders (assessment, parent/teacher training, educational programming, social skills training, program evaluation)

Janice Bigby, Ph.D, LSSP Education: B.A., University of Oklahoma; M.S., University of North Texas; A.B.D. in Health Psychology/Behavioral Medicine, University of North Texas Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: International Society for Neurofeedback & Research Areas of Special Interest: Health Psychology, Neurofeedback, Quantitative Electroencephalography (qEEG), Effects of stress on the developing brain

Paula Bruce, S.S.P., LSSP, NCSP Education: B.A., Nicholls State University; Specialist’s Degree, Nicholls State University LSSP Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology; Nationally Certified School Psychologist Professional Affiliations: DFW Regional Association of School Psychologists, National Association of School Psychologists Areas of Special Interest: social skills training; Autism

Francis Chen, M.A., LSSP Education: B.A., Texas State University; M.A. Texas State University LSSP Internship: Seguin Independent School District Licensures/Certifications: Licensed Specialist in School Psychology; Nationally Certified School Psychologist Professional Affiliations: Regional Association of School Psychologists, National Association of School Psychologists, Texas Association of School Psychologists Areas of Special Interest: Parent training and Neuropsychology

Don Goldston, Ph.D., LSSP Education: B.A., Southwestern University; M.S. Texas A & M University; Ph.D., Texas Woman’s University Doctoral Internship: Fort Worth Independent School District (APA accredited) Licensures/Certifications: Licensed Specialist in School Psychology; Licensed

56 Psychological Associate Professional Affiliations: Regional Association of School Psychologists, National Association of School Psychologists, Texas Association of School Psychologists Areas of Special Interest: Ethics/Legal Issues, assessment, social skills

Laurie Harrier, Ph. D., LICENSED PSYCHOLOGIST, LSSP, NCSP Education: B.S. University of North Texas, M.A. Texas Woman's University, Ph.D. Texas Woman's University LSSP Internship: Arlington ISD Doctoral Internship: Lewisville ISD (APA accredited) Licensures/Certifications: Licensed Psychologist, Licensed Specialist in School Psychology, Nationally Certified School Psychologist Professional Affiliations: National Association of School Psychologists, National Academy of Neuropsychology, Regional Association of School Psychologists, National Association of Learning Disabilities, Selective Mutism Association Areas of Special Interest: Adolescents, social skills, using video feedback in therapy, AD/HD, Neuropsychology, RTI, preparing for post-secondary transition, diagnosing & remediating reading, math, and writing disabilities

Shannon Henderson, M.A., LSSP Education: B.A., Stephen F. Austin State University; M.A. Stephen F. Austin State University LSSP Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: Dallas-Fort Worth Regional Association of School Psychologists; Texas Association of School Psychologists Areas of Special Interest: Cross-battery assessment; behavior intervention; teaching social skills to students on the autism spectrum

Jeanene Johnson, M.Ed., Ed.S., LSSP Education: B.S Xavier University; M.Ed. University of Alabama at Birmingham; Ed.S. University of Alabama at Birmingham. LSSP Internship: East Baton Rouge Parish School District Licensures: Licensed Specialist in School Psychology.

Wendi Bauman Johnson, Ph.D., NCSP, LICENSED PSYCHOLOGISTH, LSSP, BCIA-EEG Education: B.A., Bryan College; M.A., Western Carolina University; Ph.D., Texas Woman’s University LSSP Internship: Louisiana School Psychology Internship Consortium (APA Accredited) Doctoral Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology, Nationally Certified School Psychologist, Biofeedback Certification - Electroencephalogram (Neurotherapy) Professional Affiliations: National Association of School Psychologists, DFW-RASP

57 Areas of Special Interest: Neurofeedback, Autism social skills, School Neuropsychology, Traumatic Brain Injury

Rebecca Julius, Ph.D., LICENSED PSYCHOLOGIST, LSSP Education: B.S., Southwestern Oklahoma University; B.A., Loyola University; M.S. University of Oklahoma; M.Ed. Loyola University, Ph.D., Texas Woman’s University Doctoral Internship: Institute for Mental and Physical Development; Texas Woman’s University Licensures/Certifications: Licensed Psychologist; Licensed Specialist in School Psychology; Professional Affiliations: American Psychological Association, Texas Psychological Association Regional Association of School Psychologists, Areas of Special Interest: Parent training, school-based interventions; Reading instruction; Special Education Law; Ethics/Legal Issues

Karen Keen, M.A., LSSP Education: B.A., University of Louisiana at Monroe, Louisiana; M.S., University of Louisiana at Monroe, Monroe, Louisiana; S.S.P., University of Louisiana at Monroe Licensures/Certifications: Nationally Certified School Psychologist, Licensed Specialist in School Psychology, Critical Incident Stress Management, Licensed School Psychologist in Nebraska Professional Affiliations: National Association of School Psychologists Areas of Special Interest: Crisis prevention and intervention, safe schools initiatives, developmental disabilities

Rita Ann Lane, M.A., LSSP, L.P.A. Education: B.A. Psychology Texas A&M University-Corpus Christi M.A. Psychology Texas A&M University-Corpus Christi LSSP Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology (LSSP) Licensed Psychological Associate (LPA) Professional Affiliations: Texas Association of School Psychologists (TASP DFW Regional Association of School Psychology (DFW RASP) Shilah Lyman-Lipan, M.S, LSSP, ABD Education: B.A., University of South Dakota; M.S., Oklahoma State University; projected Ph.D. in May 2011, Oklahoma State University Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: American Psychological Association, National Association of School Psychologists, Texas Association of School Psychologists Areas of Special Interest: Behavioral RTI, High Functioning Autism and Asperger’s Syndrome, behavioral consultation and intervention, social skills training, parent training Genevieve McGregor, M.S., LSSP, Psychological Associate Education: B.A., New York University; M.S. Midwestern State University Licensures/Certifications: Licensed Specialist in School Psychology; Psychological Associate

58 Professional Affiliations: DFWRASP, Texas Association of School Psychologists Areas of Special Interest: ADHD, Autism, Asperger’s Syndrome

Brooke Novales, Ph.D., LICENSED PSYCHOLOGIST, LSSP, NCSP Education: B.A., Southern Methodist University; M.A., Southern Methodist University; Ph.D., Texas Woman’s University LSSP Internship: Lewisville Independent School District Doctoral Internship: Lewisville Independent School District (APA accredited) Licensures/Certifications: Licensed Specialist in School Psychology; Nationally Certified School Psychologist Professional Affiliations: Regional Association of School Psychologists, American Psychological Association, National Association of School Psychologists Areas of Special Interest: Neuropsychology, Autism Spectrum Disorders

Stephen Rousseau SSP., LSSP, ABD Education: B.S., Nicholls State University; S.S.P. Nicholls State University; Texas Woman’s University- Projected PhD May 2011 LSSP Internship: Louisiana School Psychology Consortium (APA Accredited) Doctoral Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology; Nationally Certified School Psychologist Professional Affiliations: DFW Regional Association of School Psychologists and National Association of School Psychologists Areas of Special Interest: Play therapy, social skills training and pre-referral intervention.

Jon Shepard, Ph.D., LICENSED PSYCHOLOGIST, LSSP Education: B.A., Abilene Christian University; M.A. Harding University; Ph.D., Oklahoma State University Doctoral Internship: Oklahoma Health Consortium (APA accredited) LSSP Internship and Postdoctoral Internship: Grapevine-Colleyville Independent School District Licensures/Certifications: Licensed Psychologist and Licensed Specialist in School Psychology Professional Affiliations: Regional Association of School Psychologists, American Psychological Association, Texas Psychological Association Areas of Special Interest: Delivery of school psychological services, brief solution- focused therapy with adolescents

Arthur H. Swisher, Jr., M.A., Ph.D., LSSP Education: B.A., Texas Christian University; M.A., University of North Texas; Doctorate, Texas Woman’s University LSSP Internship: Forth Worth ISD; Child Study Center, Ft. Worth, Texas Doctoral Internship: Denton Independent School District Licensures/Certifications: Licensed Psychological Associate, Texas; Licensed Specialist in School Psychology, Texas

59 Professional Affiliations: DFW Regional Association of School Psychologists, National Association of School Psychologists Areas of Special Interest: Neuropsychology; computer/technology applications, evaluations/assessment, crisis intervention, behavioral intervention

Rachel Thomas, ED.S., LSSP Education: B.S., Oklahoma State University; M.S. Oklahoma State University; Ed.S., Oklahoma State University LSSP Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology; Nationally Certified School Psychologist Professional Affiliations: Regional Association of School Psychologists, National Association of School Psychologists

Rocio Torres-Quevedo, Ph.D., LISCENSED PSYCHOLOGIST, LSSP Education: Psychology Degree, Universidad de Sevilla, Spain; M.A., New York University; Ph.D. CUNY Graduate Center; New York State Bilingual Extension of School Psychology Certificate, St. John’s University, Long Island University, NY; Re- specialization in Clinical/School Psychology, Hofstra University, NY Licensures/Certifications: Licensed Specialist in School Psychology, PLP Areas of Special Interest: Bilingual education, counseling, psychological assessment of bilingual students

Merrie Watson, M.A., LSSP Education: B.A., Midwestern State University, M.S. North Texas State University Recertification program 42 hours, University of North Texas LSSP Internship: Irving Independent School District Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: DFW Regional Association of School Psychologists Areas of Special Interest: Emotional Disturbance, Assessment

Jennifer Weidenbach, M.A., LSSP Education: B.A., University of North Texas; M.A., University of North Texas LSSP Internship: Denton Independent School District Licensures/Certifications: Licensed Specialist in School Psychology Professional Affiliations: DFW Regional Association of School Psychologists Areas of Special Interest: Emotional Disturbance, Autism

60 APPENDIX B

Denton ISD Special Education Services Psychological Services Meeting Schedule 2010-11

08-6-10 Welcome Back Breakfast 8:30-9:30 Denton High 9-24-10 Psychology Dept. Meeting 2:00-4:00 PDC 10-29-10 Psychology Dept. Meeting 2:00-4:00 PDC 11-19-10 Psychology Dept. Meeting 2:00-4:00 PDC 1-28-11 Psychology Dept. Meeting 2:00-4:00 PDC 2-25-11 Psychology Dept. Meeting 2:00-4:00 PDC 3-25-11 Psychology Dept. Meeting 2:00-4:00 PDC 4-19-11 Psychology Dept. Meeting 2:00-4:00 PDC 6-03-11 Psychology Dept. Meeting 2:00-4:00 PDC

61 APPENDIX C

Membership of Doctoral Training Committee

Janice Bigby, PhD, LSSP

Laurie Harrier, PhD, LP, LSSP

Wendi Bauman Johnson, PhD, LP, LSSP

Rebecca Julius, PhD, LP, LSSP

Brooke Novales, PhD, LP, LSSP

Jon Shepard, PhD, LP, LSSP

Arthur Swisher, PhD, LSSP

Rocio Torres-Quevedo, PhD, LP, LSSP

62 APPENDIX D

Doctoral Training Committee Meeting Schedule

The Doctoral Training Committee will meet monthly from 1 to 2 pm immediately prior to the departmental psychology meeting.

09-24-10 1:00-2:00 PDC

10-29-10 1:00-2:00 PDC

11-19-10 1:00-2:00 PDC

01-28-11 1:00-2:00 PDC

02-25-11 1:00-2:00 PDC

03-25-11 1:00-1:00 PDC

04-29-11 1:00-2:00 PDC

06-03-11 1:00-2:00 PDC

63 APPENDIX E

Current Clinical Supervisors-2010-11

Laurie Harrier, PhD, LP, LSSP

Wendi Bauman Johnson, PhD, LP, LSSP

Brooke Novales, PhD, LP, LSSP

Jon Shepard, PhD, LP, LSSP

64 APPENDIX F Denton ISD Didactic Training Schedule 2010-2011 Date Topic Presenters Time and Location August 27 8:00 - Group 8:00 – 11:00 Supervision Professional Teaching Social Skills to Students on the Development Center Autism Spectrum 9:00 – Didactic, Dr. (PDC) Wendi Johnson Maple Room Denton ISD Forms 10:00 – Shilah Lyman Supervisor – Dr. Wendi Lipman (ABD), Rachel Johnson Thomas, Shannon Henderson

September 3 8:00 - Group 8:00 – 11:00 Supervision Professional Overview of Counseling Techniques Utilized Development Center in the School Setting and through the Family 9:00 – Didactic, Francis (PDC) Counseling Center Chen Maple Room

SEM – Q & A 10:00 – Dr. Arthur Swisher Supervisor – Dr. Rebecca Julius September 8 Kids and Pills – Challenges in diagnosing Hari Kumaresan, MD 9:00-12:00 Wednesday children and adolescent psychiatric issues, as well as the risks and benefits of medications University Behavioral Health 2026 W. University Drive, Denton, TX 76201 September 17 Community Service Providers Breakfast *All LSSPs are invited Professional (7:45 – 10:00 come and go) to community breakfast Development Center (PDC) DFW-Regional Association of School Psychologist (RASP) *Applied Professional Ethics *Behavior Analysis and Intervention: A Grand Prairie ISD Positive Approach September 24 Preparing for and Surviving Your Doctoral Dr. Denise Maricle, 8:00 – 11:00 Internship in School Psychology Texas Woman’s Professional University Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Rebecca Julius Case Presenters – Erin and Chris

October 1 Overview of Autism Assessment Dr. Nancy Noah, 8:00 – 11:00 Jennifer Austin (ABD), Professional Development Center (PDC) Group Supervision Maple Room

65 Supervisor – Dr. Brooke Novales Case Presenters – Amber and Dana October 8 Manifestation Determination Process Drs. Laurie Harrier, Jon 8:00 – 11:00 Shepard Professional Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Brooke Novales Case Presenters – Erin and Jessica October 15 Integration of the DSM-IV TR in the School Dr. Alex Alexander, 8:00 – 11:00 Setting Lewisville ISD Professional Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Brooke Novales Case Presenters – Amber and Chris October 22 Co-morbidity Conundrum – Discussion on Nishendu Vasavada, MD 9:00 – 12:00 various comorbidities and their management University Behavioral such as ADHD and behavioral disorders, PTSD Health and substance abuse, and mood dx and personality dx October 29 Best Practices in Working with Diverse Barbara Haflich – 8:00 – 11:00 Families District Social Worker Professional Development Center (PDC) Group Supervision Maple Room Supervisor – Dr. Brooke Novales Case Presenters – Dana and Jessica

November 5 Best Practices in Working with At-Risk Dr. Angela Mitchell, 8:00 – 11:00 Students in Alternative Education Placements Texas Woman’s Professional University Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Laurie Harrier Case Presenters – Erin and Amber November 12 Methods of Report Writing Dr. Rebecca Julius 8:00 – 11:00 Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Laurie Harrier Case Presenters – Chris and Dana November 19 Preparing for the Praxis Exam, EPPP and Orals Dr. Laurie Harrier 8:00 – 11:00

66 **Doctoral Interns only, LSSP interns with Dr. Professional Goldston Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Laurie Harrier Case Presenters – Erin and Jessica November 26 Thanksgiving Break Eat Some Turkey

December 3 Psychology Ethics and Special Education Law Dr. Dwane Allen, Texas 8:00 – 11:00 Woman’s University Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Jon Shepard Case Presenters – Amber and Chris December 10 Fostering Social Competence Dr. Laurie Harrier 8:00 – 11:00 Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Jon Shepard Case Presenters – Erin and Dana December 17 Identification and Interventions for Non-verbal Dr. Megan Swisher, 8:00 – 11:00 Learning Disabilities Argosy University Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Jon Shepard Case Presenters – Jessica and Amber December 24, 31 Christmas Break Relax and enjoy some rest

January 7 Using the DSM-IV TR in the School Dr. Rebecca Julius 8:00-11:00 Professional Environment Development Center (PDC) Group Supervision Maple Room Supervisor – Dr. Rebecca Julius Case Presentations – Chris and Dana January 14 Alternative Education Placements Dr. Arthur Swisher 8:00 – 11:00 Professional Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Rebecca Julius Case Presenters – Erin and Jessica January 21 The Process of Preparing for Licensure Drs. Don Goldston and 8:00 – 11:00 Brooke Novales Professional **Doctoral Interns only, LSSP interns with Dr. Development Center Goldston (PDC) Maple Room

67 Group Supervision Supervisor – Dr. Rebecca Julius Case Presenters – Amber and Chris January 28 DFWRASP TBD

February 4 Cultural Differences in Special Education and Dr. Wendi Johnson 8:00-11:00 Professional Psychological Services Around the World Development Center (PDC) Maple Room Group Supervision Supervisor – Dr. Wendi Johnson Case Presentations – Erin and Dana February 11 Collaboration between Schools and Clinical Dr. Lisa Elliott, Cook 8:00 – 11:00 Settings Children’s Hospital Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Wendi Johnson Case Presenters – Amber and Jessica February 18 Introduction to Neurotherapy Dr. Eugenia 8:00 – 11:00 Bodenhamer-Davis, Professional University of North Development Center Texas (PDC) Maple Room

Group Supervision Supervisor - Dr. Wendi Johnson Case Presentations – Erin and Chris February 22-25 NASP Convention San Francisco, CA February 25 Use of Therapy Animals in the School Setting Holly Forrester, MS, 8:00-11:00 Professional Professional School Development Center Counselor (PDC) Maple Room

Group Supervision Supervisor – Dr. Brooke Novales Case Presentations – Dana and Jessica

March 4 Counseling for Adolescents Dr. Kim Booker, Texas 8:00 – 11:00 Woman’s University Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Laurie Harrier Case Presenters – Amber and Erin March 11 Best Practices in Working with Students with Dr. Angela Mitchell, 8:00 – 11:00 Selective Mutism/Other Anxiety Disorders Texas Woman’s Professional University Development Center (PDC) Maple Room

Group Supervision Supervisor – Dr. Laurie Harrier

68 Case Presentations – Chris and Dana March 18 Spring Break Finish that dissertation March 25 Methods to Improve the Validity of Clinical Dr. Sandy Martin, 8:00 – 11:00 Observations University of North Professional Texas Development Center (PDC) Group Supervision Supervisor – Dr. Laurie Harrier Case Presentations – Amber and Jessica

April 1 The “Ins and Outs” of Starting a Private Dr. Kathy DeOrnellas, 8:00 – 11:00 Practice Texas Woman’s Professional University Development Center **Doctoral Interns only, LSSP interns with Dr. (PDC) Maple Room Goldston Group Supervision Supervisor – Dr. Wendi Johnson Case Presentations – Erin and Chris April 8 The Emerging Field of School Dr. Dan Miller, Texas 8:00 – 11:00 Neuropsychology and/or Leadership in School Woman’s University Professional Psychology Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Wendi Johnson Case Presentations – Amber and Dana April 15 Ethics in School Psychology Dr. Rebecca Julius 8:00 – 11:00 Professional Development Center (PDC) April 22 Holiday DFWRASP TBD April 29 Interventions for Students with ADHD Dr. Laurie Harrier 8:00 – 11:00 Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Wendi Johnson Case Presentations – Jessica and Chris

May 6 Preparing to Supervise Dr. Teresa Collins-Jones, 8:00 – 11:00 Argosy University Professional Development Center (PDC) Maple Room

Group Supervision Supervisor – Dr. Brooke Novales Case Presentations – Erin and Dana May 13 Best Practice in Bilingual Evaluations Dr. Rocio Torres- 8:00 – 11:00 Quevedo Professional Development Center Group Supervision (PDC) Maple Room

69 Supervisor – Dr. Brooke Novales Case Presentations – Amber and Jessica May 20 Intervention Techniques for Asperger’s Dr. Brooke Novales 8:00 – 11:00 Syndrome Professional Development Center (PDC) Maple Room Supervisor – Dr. Brooke Novales Case Presentations – Chris and Dana May 27 Holiday Snow Day make up day- if needed

June 3 Students with Challenging Self-Injurious Dr. Jon Shepard 8:00 – 11:00 Behaviors and Consultation with Teachers Professional Development Center Group Supervision (PDC) Maple Room Supervisor – Dr. Laurie Harrier June 10 Overview of Internship – Summer Placements, Dr. Rebecca Julius 8:00 – 12:00 Training for Summer Social Skills Program Dr. Laurie Harrier Special Education **Pre-doctoral interns only Building Supervisor – Dr. Laurie Harrier Summer Rotations: Tuesdays / Thursdays for June interns will work with the Social Skills Program, complete summer testing for the district, and be the LSSPs for ESY

70 APPENDIX G

Denton ISD Doctoral/LSSP Internship Training Log

Intern Name: ______

Date Time Activity/Presentation Authorized /hrs/min. Signature

71 APPENDIX H Denton ISD Pre-Doctoral Intern Orientation Training Schedule 2010-2011 Friday, August 6 8:30 - Welcome Back Breakfast Psychology Dept. Denton High School 1007 Fulton 10:00 – Internship and District overview (Dr. Denton, TX 76201-2851 Julius) Drs. Rebecca Julius, Wendi Johnson 10:45 – Departmental Overview and Beginning Tasks (Dr. Johnson) Doctoral Supervisors – 10:00 – 4:00 Dr. Laurie Harrier, Dr. Professional 11:30 – Lunch Wendi Johnson, Dr. Jon Development Center Shepard, and Dr. Brooke (PDC) 1:00 – Special Programs and Direct Services Novales 1212 Bolivar St. Denton, Overview (Drs. Julius, Johnson) TX 76201 LSSP Supervisors – 2:00 – 4:00 – Split doctoral and LSSP interns Chris Carter (Rita Lane – Maple Room -Individual and Group Supervision, Internship Primary, Paula Bruce – Handbook Secondary), Dana Coster (Shannon Henderson – *Meet with your supervisor to discuss training Primary, Steve Rousseau plan, annual goals, and do pre-doctoral baseline – Secondary), and skills self-report Jessica Justus (Jennifer *Visit school placement with supervisor Austin – Primary, Karen Keen – Secondary)

Monday, August 9 Early Childhood Training 8:30 – 3:30 Crownover Middle School Tuesday, August 10 Early Childhood Training 8:30 – 3:30 Crownover Middle School Wed., August 11 Special Education Manager Training (SEM) for Loly Wilson 8:30 – 4:00 SPED New Users Conference Room, back *receive laptop and SEM log-ins portable at SES *overview of program usage *upon completion of training, go to assigned campus Thurs, August 12 8:00 – District New Employee Breakfast Dr. Braswell - 8:00 – Ryan High 9:30 - Overview of ARD process and FAPE Superintendent School factors (Dr. Wendi Johnson) 5101 East McKinney St 10:00 – RtI and the Pre-referral Process Denton, TX 76208 (Rachel Thomas) 11:00 – “What you didn’t learn in school…” Dr. Rebecca Julius, Dr. 10:00 – 4:00 Panel Discussion with current LSSPs (Shannon Don Goldston, Dr. Professional Henderson, Rita Lane, Francis Chen, Jennifer Swisher; Rachel Development Center Austin ABD) Thomas, Shannon (PDC) 12:00 – Lunch Henderson, Rita Lane, Maple Room 1:00 – Texas Ed. Law and Guidelines (Dr. Don Francis Chen, Jennifer Goldston) Austin (ABD) 2:00 – Evaluation Practices (Dr. Rebecca Julius) 3:00 – BIPS and How To Develop a BIP in SEM (Dr. Swisher) (bring your laptop) Friday, August 13 Crisis Prevention Intervention (CPI) – Full Registered 8:30-3:30 Professional Course Development Center

72 Monday, August 16 Go to your campus location, start beginning Assigned Campus activities list, meet administration, Location diagnostician, begin reviewing folders, assessments, etc. Tuesday, Wed. - Behavioral Toolbox for Teachers and Staff – Dr. Swisher, Steve 8:30 – 3:30 Professional August 17-18 District Training Rousseau (ABD) Development Center Thursday, Friday - Go to your campus location, print out BIPs, Assigned Campus August 19-20 give BIPs to teachers, meet with teachers, Location review caseload, and set up direct services schedule

73 APPENDICES I – K

THE SELF EVALUATION, INDIVIDUALIZED TRAINING PLAN, AND INTERN EVALUATION FORMS ARE BUILT FROM THE INTERNSHIP DOMAIN GOALS AND CORE COMPETENCIES THAT ARE LOCATED IN THE INTERNSHIP MANUAL. THESE ARE INDIVIDUALIZED TO MEET THE NEEDS OF EACH INTERN.

74 APPENDIX I Baseline Skills: Initial Intern Self Evaluation Denton ISD Pre-Doctoral Psychology Internship Program

Intern: ______Date: ______

Psychological Practice Area:

I: Selecting Test Materials To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Appropriately select test materials 1 2 3 4 Demonstrate adequate knowledge of a 1 2 3 4 number of psychological/ personality/ emotion measures & know when to utilize them Demonstate adequate knowledge of a 1 2 3 4 number of IQ measures & know when to utilize them Demonstrate adequate knowledge of 1 2 3 4 number of achievement measures & know when to utilize them Demonstrate adequate knowledge of 1 2 3 4 various autism measures & know when to utilize them Demonstrate adequate knowledge of a 1 2 3 4 number of neuropsychological measures & when to utilize them (if applicable to your specific training) Demonstrate adequate knowledge of a 1 2 3 4 number of behavioral measures/checklists & know when to utilize them

II: Collecting Data To what extent do you believe you are prepared to perform the following psychological activities? Data collection will require significant knowledge of tests in the specific areas. Data collection includes administering the tests in the area being evaluated.

Poorly Adequately Good Excellent Collect data for an ED evaluation 1 2 3 4 Collect data for an AU evaluation 1 2 3 4 Collect data for an OHI evaluation 1 2 3 4

75 Collect data for an LD evaluation 1 2 3 4 Collect data for an MR evaluation 1 2 3 4 Collect data for a BIP 1 2 3 4 Collect data for a FBA 1 2 3 4 Collect data for a consultation report 1 2 3 4 Collect data for a counseling evaluation 1 2 3 4 Collect data for a neuropsychological 1 2 3 4 consultation (if applicable to your training) Collect data for a neuropsychological 1 2 3 4 evaluation (if applicable to your training)

III: Integrating Data To what extent do you believe you are prepared to perform the following psychological activities? Integrating data is defined as understanding the results of all tests given in an evaluation/assessment and understanding how to integrate, interpret and report test results in relation to the various information gained from the tests.

Poorly Adequately Good Excellent Integrate data for an psychological (ED) 1 2 3 4 evaluation Integrate data for an AU evaluation 1 2 3 4 Integrate data for an OHI evaluation 1 2 3 4 Integrate data for an LD evaluation 1 2 3 4 Integrate data for an MR evaluation 1 2 3 4 Integrate data for a BIP 1 2 3 4 Integrate data for a neuropsychological 1 2 3 4 consultation (if applicable to your training) Integrate data for a neuropsychological 1 2 3 4 evaluation (if applicable to your training) Integrate data for a FBA 1 2 3 4 Integrate data for a consultation report 1 2 3 4 Integrate data for a counseling evaluation 1 2 3 4

IV: Diagnosing/Applying Criteria To what extent do you believe you are presently prepared to utilize the following psychological skills?

Poorly Adequately Good Excellent Demonstrate knowledge of the DSM-IV 1 2 3 4 diagnostic categories Apply DSM-IV criteria to evaluation data 1 2 3 4 Utilize the DSM-IV 5 axis system 1 2 3 4 Understand and correctly apply the state 1 2 3 4

76 and federal ED federal criteria to data Demonstrate knowledge of federal and 1 2 3 4 state LD criteria Demonstrate knowledge of state and 1 2 3 4 federal AU criteria Demonstrate knowledge of ARD 1 2 3 4 procedures (forms, timelines, etc.) Demonstrate knowledge of the ARD 1 2 3 4 process Write evaluation reports 1 2 3 4 Write evaluation reports with integrated 1 2 3 4 results V: Communicating results To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Verbally communicate results to parents 1 2 3 4 Verbally communicate results to staff 1 2 3 4 Verbally communicate results to students 1 2 3 4

VI: Designing Interventions To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Designing interventions for students with 1 2 3 4 MR diagnoses Designing interventions for students with 1 2 3 4 anxiety Designing interventions for students with 1 2 3 4 depression Designing interventions for students with 1 2 3 4 reading problems Designing interventions for students with 1 2 3 4 math problems Designing interventions for students with 1 2 3 4 writing problems Designing interventions for students with 1 2 3 4 Asperger’s Disorder Designing interventions for students with 1 2 3 4 Autism Designing interventions for students with 1 2 3 4 Oppositional Defiant Disorder Designing interventions for students with 1 2 3 4

77 AD/HD

VII: Implementing Interventions To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Implementing interventions for the MR 1 2 3 4 population Implementing interventions for students 1 2 3 4 with anxiety Implementing interventions for students 1 2 3 4 with depression Implementing interventions for students 1 2 3 4 with reading problems Implementing interventions for students 1 2 3 4 with math problems Implementing interventions for students 1 2 3 4 with writing problems Implementing interventions for students 1 2 3 4 with Asperger’s Disorder Implementing interventions for students 1 2 3 4 with Autism Implementing interventions for students 1 2 3 4 with Oppositional Defiant Disorder Implementing interventions for students 1 2 3 4 with AD/HD

VIII: Therapy/Counseling To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Individual therapy with elementary aged 1 2 3 4 students Individual therapy with secondary aged 1 2 3 4 students Group therapy with elementary aged 1 2 3 4 students (to include social skills) Group therapy secondary aged students 1 2 3 4 (to include social skills) Family therapy 1 2 3 4 IX: Consultation To what extent do you believe you are prepared to perform the following psychological activities?

78 Poorly Adequately Good Excellent Collaboratively consult and provide 1 2 3 4 results to parents collaboratively consult and provide 1 2 3 4 results to teachers/administrators

X: Crisis Management To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Effectively approach and resolve crisis 1 2 3 4 situations with students Effectively approach and resolve crisis 1 2 3 4 situations with parents Effectively approach and resolve crisis 1 2 3 4 situations with teachers/school personnel

XI: Multicultural Issues To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Select appropriate evaluation measures 1 2 3 4 and demonstrate multicultural sensitivity Design appropriate interventions for 1 2 3 4 specific ethnic/ cultural differences Demonstrate the ability for unbiased and 1 2 3 4 objective decision making. Demonstrate ability to collaborate with 1 2 3 4 diverse individuals

XII: Research/Scholarship To what extent do you believe you are prepared to perform the following psychological activities?

Poorly Adequately Good Excellent Utilize research-based methodologies 1 2 3 4 Read and utilize research results 1 2 3 4 Collect and analyze classroom data 1 2 3 4 Conduct school-based research 1 2 3 4 Write/present research results 1 2 3 4

XIII: Professional Growth To what extent do you believe you are prepared to perform the following psychological

79 activities? Poorly Adequately Good Excellent Demonstrate ethical professional decision 1 2 3 4 making Demonstrate knowledge of federal and 1 2 3 4 state law Provide training to professional 1 2 3 4 colleagues Provide training to parents/families 1 2 3 4 XIV: Please provide any general comments below: ______1. Please describe your perception of your strengths that you believe will be beneficial to your Denton ISD Pre-Doctoral Psychology Internship Program. ______

2. Please describe the areas that you would like the Denton ISD Pre-Doctoral Psychology Internship Program to consider in supporting your professional development. ______Intern signature: ______Date: ______When completed, please return this self-evaluation form to the Denton ISD pre-Doctoral Internship Director. Your baseline self-evaluation will be shared with your supervisor and utilized in developing your Individualized Internship Training Plan.

80 APPENDIX J – INDIVIDUALIZED INTERN TRAINING PLAN (IITP) APPENDIX K – Intern Performance EvaluationAPPENDIX K (continued)

Denton ISD Pre-doctoral Internship Program Intern Evaluation of Internship and Supervision

Name:______Date:______

A. Internship Training:

1. Please evaluate the training you have received during the Denton ISD internship year. Utilizing the following scales, please rate each internship domain in the amount and quality of training.

Amt of Training Quality of Training:

0= None 0= Extremely Poor 5= Adequate 5= Good 10= Abundant 10= Excellent Amt Qu Domain One: Evaluation, Diagnoses, and Report Writing

Broad Goal: The intern will demonstrate competence in the psychological ______evaluation and diagnoses of school aged children and in the formal report of evaluation results.

Comment:______

Domain Two: Prevention, Counseling, and Other Interventions

Broad Goal: The intern will demonstrate competence in developing and ______implementing prevention and wellness programs, strategies, and data driven interventions, including a variety of approaches to counseling students and families.

Comment:______

Domain Three: Consultation, Collaboration and Interpersonal Competence

Broad Goal: The intern will demonstrate competence in collaboration, ______building interpersonal relationships and networks, and in competently conducting multiple types of consultation with a wide variety of individuals and organizations.

Comment:______Domain Four: Scholarship, Data-Based Decision-making, Technological Competence, and

81 Accountability Amt Qu

Broad Goal: The intern will demonstrate competence in scholarly activities ______including involvement in school-based research.

Comment:______

Domain Five: Diversity and Special Circumstances

Broad Goal: The intern will demonstrate knowledge, competence, and ______sensitivity in understanding, interacting, collaborating, evaluating, counseling, consulting, advising, and implementing interventions and programs with colleagues, students, and families from diverse backgrounds, cultures, and ethnicities; with minority populations; and with students from special circumstances.

Comment:______

Domain Six: Professional, Legal, and Ethical Responsibility

Broad Goal: The intern will demonstrate competence in presenting himself, ______or herself, as a knowledgeable psychological service professional.

Domain Seven: Specialty in School Psychology

Broad Goal: The intern will demonstrate competence in the skills related ______to successful functioning as a school psychologist.

Comments:______

2. What do you see as the strengths of the Denton ISD Internship program?

3. What do you see as the weaknesses of the program?

4. What changes would make the program better for future interns?

5. What is your overall rating (0-10) of the Internship program? _____

B. Intern Evaluation of Internship Climate and Supervision Experience:

1. Do you have any concerns about the way you were treated during your internship in

82 the Denton ISD? This question attempts to address interactions with all Denton ISD personnel, including other interns, LSSPs, Supervisors, Special education administrators, building administrators, teachers, and others with whom you worked. If yes, please identify person by category or name.

2. What is the nature of your concern and please make suggestions for the internship that will help correct the difficulty for others?

3. In general, did the Denton ISD provide you with a positive climate in which to work? If no, please explain.

4. Please provide information about your primary supervisor in the following areas:

Amount of Supervision:

Knowledge:

Experience:

Ability to teach:

Ability to build rapport/ supervisory relationship:

Professionalism and respect demonstrated for interns and colleagues:

On a scale of 1-10, With 1 being very poor and 10 being extremely good, what is your general rating of your supervisory experience?

83 APPENDIX K (continued) End of Year Intern Evaluation (completed by supervisor) Denton ISD Pre-Doctoral Psychology Internship Program

Intern: ______Date: ______Supervisor: ______

Specific Psychological Training I: Communicating results To what extent do you feel the intern is prepared to perform the following psychological duties?

II: Collecting Data To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Collect data for an ED evaluation 1 2 3 4 Collect data for an AU evaluation 1 2 3 4 Collect data for an OHI evaluation 1 2 3 4 Collect data for an LD evaluation 1 2 3 4 Collect data for an MR evaluation 1 2 3 4 Collect data for a BIP 1 2 3 4 Collect data for a FBA 1 2 3 4 Collect data for a consultation 1 2 3 4 Collect data for a counseling evaluation 1 2 3 4 Collect data for a neuropsych 1 2 3 4 consultation (if applicable to your training) Collect data for a neuropsych evaluation 1 2 3 4 (if applicable to your training)

III: Integrating Data To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Integrate data for an ED evaluation 1 2 3 4 Integrate data for an AU evaluation 1 2 3 4 Integrate data for an OHI evaluation 1 2 3 4 Integrate data for an LD evaluation 1 2 3 4 Integrate data for an MR evaluation 1 2 3 4

84 Integrate data for a BIP 1 2 3 4 Integrate data for a neuropsych 1 2 3 4 consultation (if applicable to your training) Integrate data for a neuropsych 1 2 3 4 evaluation (if applicable to your training) Integrate data for a FBA 1 2 3 4 Integrate data for a consultation 1 2 3 4 Integrate data for a counseling evaluation 1 2 3 4

IV: Applying Criteria in Reports To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Apply the DSM-IV criteria to data 1 2 3 4 Apply the ED federal criteria to data 1 2 3 4 Write integrative reports 1 2 3 4

V: Selecting Test Materials To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent In general appropriately select test 1 2 3 4 materials Knowledge of various ED psychological 1 2 3 4 measures & when to utilize them Knowledge of various IQ measures & 1 2 3 4 when to utilize them Knowledge of various achievement 1 2 3 4 measures & when to utilize them Knowledge of various autism measures 1 2 3 4 & when to utilize them Knowledge of various 1 2 3 4 neuropsychological measures & when to utilize them (if applicable to your specific training) Knowledge of various adaptive behavior 1 2 3 4 measures & when to utilize them

VI: Designing Interventions To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Comfortableness with designing 1 2 3 4 interventions for the MR population Comfortableness with designing 1 2 3 4

85 interventions for students with anxiety Comfortableness with designing 1 2 3 4 interventions for students with depression Comfortableness with designing 1 2 3 4 interventions for students with reading problems Comfortableness with designing 1 2 3 4 interventions for students with math problems Comfortableness with designing 1 2 3 4 interventions for students with writing problems Comfortableness with designing 1 2 3 4 interventions for students with Aspergers Comfortableness with designing 1 2 3 4 interventions for students with High Functioning Autism Comfortableness with designing 1 2 3 4 interventions for students with Oppositional Defiant Disorder Comfortableness with designing 1 2 3 4 interventions for students with AD/HD

VII: Implementing Interventions To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Comfortableness with implementing 1 2 3 4 interventions for the MR population Comfortableness with implementing 1 2 3 4 interventions for students with anxiety Comfortableness with implementing 1 2 3 4 interventions for students with depression Comfortableness with implementing 1 2 3 4 interventions for students with reading problems Comfortableness with implementing 1 2 3 4 interventions for students with math problems Comfortableness with implementing 1 2 3 4 interventions for students with writing problems Comfortableness with implementing 1 2 3 4 interventions for students with Aspergers Comfortableness with implementing 1 2 3 4 interventions for students with High

86 Functioning Autism Comfortableness with implementing 1 2 3 4 interventions for students with Oppositional Defiant Disorder Comfortableness with implementing 1 2 3 4 interventions for students with AD/HD

VIII: Therapy To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Comfortableness with individual therapy 1 2 3 4 with elementary aged students Comfortableness with individual therapy 1 2 3 4 with secondary aged students Comfortableness with group therapy 1 2 3 4 elementary aged students Comfortableness with group therapy 1 2 3 4 secondary aged students Comfortableness with family therapy 1 2 3 4

IX: Consultation To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Verbally collaboratively consult with 1 2 3 4 parents Verbally collaboratively consult with 1 2 3 4 staff

X: Crisis Management To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Effectively solve crisis situations with 1 2 3 4 students Effectively solve crisis situations with 1 2 3 4 parents Effectively solve crisis situations with 1 2 3 4 staff

XI: Professional Growth To what extent do you feel the intern is prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Utilize ethical practices 1 2 3 4

87 Provide inservice training to staff at your 1 2 3 4 sites Provide inservice training to staff within 1 2 3 4 your discipline Provide inservice training to parents 1 2 3 4

XII: Please provide any general comments below: ______

Intern signature: ______Date: ______Supervisor signature: ______

88 APPENDIX K (continued) End of Year Intern Evaluation (completed by intern) Denton ISD Pre-Doctoral Psychology Internship Program

Intern: ______Date: ______Supervisor: ______Sites:______Number of Hours at this time:______Number of Clients:______

Specific Psychological Training I: Communicating results To what extent do you feel prepared to perform the following psychological duties?

II: Collecting Data To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Collect data for an ED evaluation 1 2 3 4 Collect data for an AU evaluation 1 2 3 4 Collect data for an OHI evaluation 1 2 3 4 Collect data for an LD evaluation 1 2 3 4 Collect data for an MR evaluation 1 2 3 4 Collect data for a BIP 1 2 3 4 Collect data for a FBA 1 2 3 4 Collect data for a consultation 1 2 3 4 Collect data for a counseling evaluation 1 2 3 4 Collect data for a neuropsych 1 2 3 4 consultation (if applicable to your training) Collect data for a neuropsych evaluation 1 2 3 4 (if applicable to your training)

III: Integrating Data To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Integrate data for an ED evaluation 1 2 3 4

89 Integrate data for an AU evaluation 1 2 3 4 Integrate data for an OHI evaluation 1 2 3 4 Integrate data for an LD evaluation 1 2 3 4 Integrate data for an MR evaluation 1 2 3 4 Integrate data for a BIP 1 2 3 4 Integrate data for a neuropsych 1 2 3 4 consultation (if applicable to your training) Integrate data for a neuropsych 1 2 3 4 evaluation (if applicable to your training) Integrate data for a FBA 1 2 3 4 Integrate data for a consultation 1 2 3 4 Integrate data for a counseling evaluation 1 2 3 4

IV: Applying Criteria in Reports To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Apply the DSM-IV criteria to data 1 2 3 4 Apply the ED federal criteria to data 1 2 3 4 Write integrative reports 1 2 3 4

V: Selecting Test Materials To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent In general appropriately select test 1 2 3 4 materials Knowledge of various ED psychological 1 2 3 4 measures & when to utilize them Knowledge of various IQ measures & 1 2 3 4 when to utilize them Knowledge of various achievement 1 2 3 4 measures & when to utilize them Knowledge of various autism measures 1 2 3 4 & when to utilize them Knowledge of various 1 2 3 4 neuropsychological measures & when to utilize them (if applicable to your specific training) Knowledge of various adaptive behavior 1 2 3 4 measures & when to utilize them

VI: Designing Interventions To what extent do you feel prepared to perform the following psychological duties?

90 Poorly Adequately Good Excellent Comfortableness with designing 1 2 3 4 interventions for the MR population Comfortableness with designing 1 2 3 4 interventions for students with anxiety Comfortableness with designing 1 2 3 4 interventions for students with depression Comfortableness with designing 1 2 3 4 interventions for students with reading problems Comfortableness with designing 1 2 3 4 interventions for students with math problems Comfortableness with designing 1 2 3 4 interventions for students with writing problems Comfortableness with designing 1 2 3 4 interventions for students with Aspergers Comfortableness with designing 1 2 3 4 interventions for students with High Functioning Autism Comfortableness with designing 1 2 3 4 interventions for students with Oppositional Defiant Disorder Comfortableness with designing 1 2 3 4 interventions for students with AD/HD

VII: Implementing Interventions To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Comfortableness with implementing 1 2 3 4 interventions for the MR population Comfortableness with implementing 1 2 3 4 interventions for students with anxiety Comfortableness with implementing 1 2 3 4 interventions for students with depression Comfortableness with implementing 1 2 3 4 interventions for students with reading problems Comfortableness with implementing 1 2 3 4 interventions for students with math problems Comfortableness with implementing 1 2 3 4 interventions for students with writing problems

91 Comfortableness with implementing 1 2 3 4 interventions for students with Aspergers Comfortableness with implementing 1 2 3 4 interventions for students with High Functioning Autism Comfortableness with implementing 1 2 3 4 interventions for students with Oppositional Defiant Disorder Comfortableness with implementing 1 2 3 4 interventions for students with AD/HD

VIII: Therapy To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Comfortableness with individual therapy 1 2 3 4 with elementary aged students Comfortableness with individual therapy 1 2 3 4 with secondary aged students Comfortableness with group therapy 1 2 3 4 elementary aged students Comfortableness with group therapy 1 2 3 4 secondary aged students Comfortableness with family therapy 1 2 3 4

IX: Consultation To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Verbally collaboratively consult with 1 2 3 4 parents Verbally collaboratively consult with 1 2 3 4 staff

X: Crisis Management To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Effectively solve crisis situations with 1 2 3 4 students Effectively solve crisis situations with 1 2 3 4 parents Effectively solve crisis situations with 1 2 3 4 staff

XI: Professional Growth

92 To what extent do you feel prepared to perform the following psychological duties?

Poorly Adequately Good Excellent Utilize ethical practices 1 2 3 4 Provide inservice training to staff at your 1 2 3 4 sites Provide inservice training to staff within 1 2 3 4 your discipline Provide inservice training to parents 1 2 3 4

XII: Please provide any general comments below: ______

1. Please rate your experience with the didactic aspects of the internship program

Poor Adequate Good Excellent Number of hours 1 2 3 4 Appropriateness of topics 1 2 3 4 Contributed to professional growth 1 2 3 4

2. Did the Denton ISD Pre-Doctoral Psychology Internship Program adequately meet the training requirements of your state licensure board?

Poor Adequate Good Excellent 1 2 3 4

3. Please describe your perception of the strengths of the Denton ISD Pre-Doctoral Psychology Internship Program. ______

4. Please describe the ways that the Denton ISD Pre-Doctoral Psychology Internship Program could improve for future interns. ______

93 ______

Intern signature: ______Date: ______Supervisor signature: ______

94 APPENDIX L Intern Complaint Process Concerns Regarding Supervisor Pre-doctoral Internship

1. In most cases, interns should report all concerns and complaints to their immediate supervisor. The supervisor will assist the intern in resolving the issue or in completing the steps in the complaint process. The one exception may be a complaint that is in regard to the actions of the intern’s direct clinical supervisor.

2. An interns have a right to have concerns and /or complaints about a supervisor addressed in a timely and professionally appropriate manner. The process to address a concern with a supervisor is as follows:

3. If the intern believes that it is possible, the intern is encouraged to address supervision issues directly with the supervisor. If this can be done, it is the best first step. If the intern chooses, they may have another person present for the discussion. The concern and the meeting should be documented.

4. If an intern discusses a concern with a supervisor, the supervisor must hear these concerns in an objective manner and address, in writing, the actions that will be taken to address the intern concerns. The actions to address concerns must be specific and there must be provided a time line for resolution.

5. In the situation where an intern does not feel that he or she can discuss the concern directly with the supervisor, the intern may instead address the concern with the internship director. The intern may also choose to discuss the concern with a second internship supervisor; however, in this case the internship director must be informed of the process. The meeting must be documented.

6. The internship director will discuss the concern with the direct clinical supervisor and the intern director and supervisor will develop a plan to address the concern. The internship director and the clinical supervisor will meet with the intern to discuss the methods for resolving the concerns. The plan must be specific and there must be a time line for resolution. This process must be documented.

7. If the problems leading to the intern concerns are not satisfactorily resolved, the intern may chose to initiate a more formal level two complaint. The intern must utilize the formal intern complaint form.

8. A level two complaint will be initially addressed through a meeting with the intern, intern supervisor, and internship director. Depending on the situation and issues involved, the intern complaint and methods to address resolution may also be discussed with the doctoral intern ship training committee.

8. At the intern director’s discretion, a level two complaint may be addressed by assigning the

95 intern to a new supervisor. This method of resolution may not be used more than one time within an internship year.

9. Any complaint that reaches the district standard for complaint or due process, must be addressed by the regulations utilized for all employees and approved by the Board of Trustees. This would include issues of harassment, sexual impropriety, and unprofessional conduct. It might also include issues related to performance evaluations and employment. Based on the concern, this may be the first level of complaint for the intern. This level of complaint is considered to be a third level complaint procedure in the pre-doctoral internship due process.

10. A level three complaint will involve a District Human Resources officer and the Director of Special Education.

11. The process will follow that approved by the Board of Trustees for District personnel.

96 APPENDIX L (continued) Notice of Concern by Intern Denton ISD Pre-Doctoral Psychology Internship Program Intern Notice and Problem Resolution Form

Intern:______Date:______Primary Supervisor:______Secondary Supervisor______I: Please Provide Details Regarding the Concern:______II. If this concern involves another individual, has this concern been addressed directly with that individual? Yes / No. If it has not been addressed directly, please provide the reason. ______III. Has the concern been addressed with Denton ISD Pre-Doctoral Supervisor? Yes/ No (Date) ______Result:______IV. Has the concern been addressed with Denton ISD Pre-Doctoral Internship Director? Yes/ No (Date)______Result:______V. Intern’s Proposed Correction of the Problem______Intern signature: ______Date: ______VI. Received by Supervisor: (date and sign.)______Supervisor’s Proposed Correction of Problem______Date for next action______VII. Proposal/ Agreement for completion/correction______Supervisor (date and sign)______Intern (date and sign)______

97 APPENDIX M

DENTON ISD PRE-DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM DENTON ISD/UNIVERSITY/ INTERN AGREEMENT

The Denton Independent School District (Denton ISD), the pre-doctoral intern’s university, and the pre-doctoral intern will enter into a formal written agreement.

Pre-Doctoral Intern ______University: ______University Representative/Supervisor______

Denton ISD:

I. The Denton ISD agrees to a one year written psychology intern employment contract that will terminate at the time the intern terminates the internship program, whether that termination is at successful completion, the request of the Denton ISD internship program, the decision of the university, or the decision of the intern/student.

II. The Denton ISD psychology intern employment contract will become null and void if, for any reason after the intern signs the contract, the university decides that the intern is not eligible or prepared for the internship training experience and withdraws their Certification of Readiness (COR).

III. The Denton ISD psychology intern employment contract will become null and void if, for any reason after the intern signs the contract, the Denton ISD learns that the intern is not eligible or prepared for the internship training experience and withdraws their Offer Of Internship (OOI).

IV. Upon the intern’s signing of the Denton ISD employment contract, the intern agrees to abide by all policies of the Denton ISD and to all policies specific to the Denton ISD Pre-Doctoral Internship.

V. Upon the intern’s signing of the Denton ISD employment contract, the Denton ISD agrees to provide the intern salary as determined by Denton ISD Human Resources. The Denton ISD will provide to the intern the same benefits, working conditions, performance evaluation, and due process rights that are provided to other Denton ISD full-time employees. VI. Denton ISD, through the Denton ISD Pre-Doctoral Psychology Internship Program, agrees to provide the intern with the clinical supervision and training opportunities outlined in the formal description and documentation of the Denton ISD Pre-Doctoral Internship Training Program. In addition, the Denton ISD Pre-Doctoral Psychology Internship:

1) Will determine the beginning date and the ending date of the intern’s training.

2) Will provide the university supervisor with a completed copy of the Individualized Intern Training Plan (IITP), developed in collaboration with the

98 intern and including input from the university training supervisor. The IITP will include the goals for the intern, specify the training experiences being provided to the intern through the Denton ISD Psychological Services Pre-Doctoral Internship Program, and clearly indicate the internship expectations regarding minimum standards, quantity, and level of competency of the intern’s professional work.

3) Will complete, or assist the intern to complete, the required university documents, such as an Intern Training Log, University Training Plan or University Performance Evaluation.

4) Will designate the trainee status of the intern through the title of "Doctoral Psychology Intern."

5) Will assure that all psychological evaluation reports, Full Individual Evaluation Reports, multidisciplinary evaluation team reports, consultation reports and other reports collaborated on or completed by the intern under supervision will be signed by the intern and by the licensed supervising psychologist who will maintain full professional responsibility for all psychological services provided by the intern under their supervision.

6) Will assure that interns, in all professional situations, present themselves as interns and as having supervisee status. Interns will provide the name of their supervising psychologist, to all students, parents, and professionals and will include the intern’s supervisee status and the name of the responsible supervising psychologist on business cards, web sites, letter head or business documents. The intern will sign all professional documents, including ARD/IEP documents, as 1) NAME 2) INTERN DESIGNATION, followed by: 3) UNDER THE SUPERVISION OF (SUPERVISOR’S NAME AND TITLE).

7) Will assure that a workable and understandable Due Process Procedure is in place specific to interns completing the Pre-Doctoral Internship Program.

8) Will provide, at a minimum, a mid-year and end-of-year, evaluation of the intern's performance that addresses the specific training goals of the Individualized Internship Training Program (IITP).

9) Will certify for the university when the internship requirements have been met.

10) Will provide recognition to the intern for successful completion of the internship program with the award of a certificate.

11) Will inform the university of changes in district policy and procedures, or changes in personnel that might affect the internship experience.

99 University:

The University promises to:

1) Certify at the time of arrival of the intern:

a. That the intern is eligible and prepared for participating in a pre-doctoral psychology internship program. b. That the intern has completion formal required psychology coursework and demonstrated the basic skills required to directly participate, under supervision, in formal evaluation, diagnoses, counseling and other interventions. c. That the intern has completed a formal course in ethics and professional standards.

2) Notify the internship director or the clinical supervisor, prior to the beginning of the internship, of any change in the prospective intern’s status.

3) Correspond directly with the internship director and clinical supervisors regarding matters relating to the internship, rather than disseminate information to the internship program through the intern.

4) At the beginning of the internship, directly correspond with the field-based internship director to discuss internship plans and identify the university internship coordinator/supervisor. 5) At the beginning of the internship, discuss the status of the intern’s dissertation with the internship director or clinical supervisor. 6) Provide a university supervisor/coordinator who will maintain an on-going relationship with the internship program director and clinical supervisor. 7) Abide by the beginning and ending dates of the internship as established by Denton ISD.

8) Recognize that the site-based supervisor is the supervisor of record for all activities of the internship program.

9) Agree that all direct clinical supervision for activities within the Denton ISD internship program will occur on-site.

10) Recognize that the intern is an employee of Denton ISD, that university access to intern testing, evaluation reports, or other work must be approved by the site- based supervisor, and that access will require a formal written request and a signed permission from parents or guardians to release information.

11) Not to require, although it may make optional, intern activities that result in the Denton ISD being required to release an intern, as a Denton ISD employee, from their work assignment. The university will not require the attendance of interns

100 during internship hours at meetings, classes or university based supervision without specific arrangements being made between the university and the Denton ISD.

12) Not to require a specific conference or activity of an intern, such as NASP attendance, unless the university will agree to pay the expense for the intern’s attendance, in the same manner that the university would bear the expense for the attendance of the university supervisor.

13) On request of the Denton ISD, support withdrawing from employment any intern whose performance has been determined by the Denton ISD to be unsatisfactory, or whose personal characteristics prevent required professional relationships within the District.

The Intern, Denton ISD, and the University:

The Intern, Denton ISD and the University agree that:

1) The Intern accepts and will abide by all the provisions above. 2) The intern will function within the policies of the District. 3) The University and the District will not discriminate on the basis of race, color, creed, age, national origin, or sex, nor will either party discriminate on the basis of disability as required under Section 504 of the Rehabilitation Act of 1973.

______Pre-doctoral Intern (Date)

______University Supervisor (Date) Internship Director (Date)

101 APPENDIX N Denton ISD Pre-doctoral Internship Program INTERN ACCEPTANCE FORM

Congratulations and welcome to the Denton ISD. We are looking forward to having you receive training through our internship program.

Procedure for Individuals Accepted:

Individuals accepted for internship must immediately provide the Internship with the following information by completing this internship acceptance form as quickly as possible and returning it to the address provided below.

Intern Contact Information:

Arrival Date:

Agreement to Internship Start Date: August 6th, 2010 Yes No

Comment:

Information regarding personal liability insurance:

University Supervisors and Contact Information:

Thank You,

Rebecca Julius, Ph.D. Internship Director Special Education Services 1205 W. University Drive Denton, TX 76201

102 APPENDIX O FORMER INTERNS

2007-2008

Wendi Bauman, Ph.D. Texas Woman’s University School Psychology

Mary Ann Gansle, Ph.D. Texas Woman’s University School Psychology

Arthur Swisher, Ph.D. Texas Woman’s University School Psychology

2008-2009

Crystal Beadle, B. A., Ph. D. Texas Woman’s University School Psychology

Laura Jacobs, M.ED., Ph.D. Texas Woman’s University School Psychology

Stephen Rousseau, S.S.P, ABD Texas Woman’s University School Psychology

2009-2010

Courtney Allison, B.A. Texas A & M University School Psychology

Kristen Belloni, M.A. Texas Woman’s University School Psychology

Current Interns 2010-2011

Erin Avirett, B.A. Texas Woman’s University School Psychology

Amber Larue, B.S. Texas Woman’s University School Psychology