Duquesne University

Duquesne University School Psychology Program Intern Self Evaluation

______School Psychology Intern

______Site

______Intern Signature Date

Directions: Please evaluate your knowledge/skill/disposition regarding each item using the rating system below. Please mail this form to: Duquesne University School Psychology Program, Attn: Audrey Czwalga, 3G Canevin Hall, Pittsburgh, PA 15282.

Rating Description

1 = Novice Rule bound, simplistic understanding, dependent on others, requires close supervision and a great deal of structure, skill acquisition required, needs substantial improvement.

2 = Advanced Possesses basic skill or knowledge, emphasis is on mastery of technical aspects, Beginner identifies recurring situations, needs assistance setting priorities and examining relative importance of information, requires some degree of supervision on all tasks, needs some improvement.

3 = Competent Possesses knowledge, skills, and dispositions that meet minimal training standards, able to see relationships and patterns, able to plan and think ahead, possesses a balance of skills and empathy, analyzes own skills, requires access to a supervisor for ongoing consultation.

4 = Proficient Recognizes patterns and context, successfully works through complex cases, utilizes self-analysis, minimal to no reliance on guidelines, occasional peer supervision is sufficient.

5 = Expert Recognizes patterns and context and is able to assist others in this regard, skillfully (Not expected, but works through complex cases, virtually no reliance on guidelines, peer supervision is occasionally seen in only necessary in extraordinarily complex cases. experienced students)

N/O = No Opportunity Not observed due to the nature of the site or requirements of the course. Competency 1: Legal/Ethical Practice and Professional Development:

1. Is knowledgeable of and practices consistent with legal standards. 1 2 3 4 5 N/O 2. Is knowledgeable of and practices consistent with professional standards. 1 2 3 4 5 N/O 3. Is knowledgeable of and practices consistent with ethical standards. 1 2 3 4 5 N/O 4. Is involved in available professional development (e.g., continuing education 1 2 3 4 5 N/O opportunities, workshops, peer supervision, membership in professional organizations, etc.).

Competency 2: Organization and Operation of Schools (Other Clinical Settings)

1. Demonstrates knowledge of general education and special education 1 2 3 4 5 N/O procedures and services. 2. Understands this site is part of larger systems. 1 2 3 4 5 N/O 3. Effectively works with others to facilitate policies and procedures that 1 2 3 4 5 N/O positively impact children and others.

Competency 3: Assessment

1. Is knowledgeable of various methods of assessment (e.g., norm-referenced, 1 2 3 4 5 N/O observation, interview, authentic, etc.). 2. Uses appropriate methods of assessment to identify/analyze problems and 1 2 3 4 5 N/O select evidence-based interventions. 3. Uses appropriate methods of assessment to evaluate intervention outcomes. 1 2 3 4 5 N/O 4. Selects appropriate test instruments to answer referral questions. 1 2 3 4 5 N/O 5. Effectively administers and scores assessment instruments. 1 2 3 4 5 N/O 6. Effectively interprets assessment findings. 1 2 3 4 5 N/O 7. Writes assessment results in a clear, accurate, and concise manner. 1 2 3 4 5 N/O

Competency 4: Biological Basis of Behavior

1. Is knowledgeable of typical human development and understands the impact 1 2 3 4 5 N/O of biology on child behavior. 2. Is knowledgeable of known biological correlates of common childhood 1 2 3 4 5 N/O problems. 3. Effectively selects assessment instruments, interprets results, and makes 1 2 3 4 5 N/O recommendations given known or suspected medical/psychiatric conditions. 4. Effectively collaborates with medical/health services personnel. 1 2 3 4 5 N/O

Competency 5: Counseling

1. Is knowledgeable of typical human development and psychopathology. 1 2 3 4 5 N/O 2. Engages in appropriate intake activities. 1 2 3 4 5 N/O 3. Effectively builds rapport with children and others. 1 2 3 4 5 N/O 4. Effectively conceptualizes cases and constructs treatment plans. 1 2 3 4 5 N/O 5. Is knowledgeable of and selects evidence-based procedures that address 1 2 3 4 5 N/O mental health referral concerns. 6. Effectively conducts individual therapy. 1 2 3 4 5 N/O 7. Effectively conducts group therapy/classroom interventions. 1 2 3 4 5 N/O 8. Maintains appropriate case documentation. 1 2 3 4 5 N/O

Competency 6: Consultation 1. Uses appropriate model of consultation (e.g., behavioral, mental health, etc.) 1 2 3 4 5 N/O to address the referral concern. 2. Effectively communicates with and supports consultation stakeholders. 1 2 3 4 5 N/O 3. Fosters a collaborative, collegial consultative relationship. 1 2 3 4 5 N/O 4. Demonstrates knowledge of family systems and the influence of family on 1 2 3 4 5 N/O child development, behavior, and intervention 5. Works effectively with families and those in the community to provide 1 2 3 4 5 N/O comprehensive services to children.

Competency 7: Intervention

1. Understands human cognitive and learning processes, as well as techniques 1 2 3 4 5 N/O to assess them. 2. Develops cognitive and academic goals for students. 1 2 3 4 5 N/O 3. Is knowledgeable of and selects evidence-based procedures that address 1 2 3 4 5 N/O cognitive/academic problems. 4. Is knowledgeable of and uses evidence-based progress monitoring 1 2 3 4 5 N/O procedures to evaluate intervention outcomes 5. Understands human developmental processes and techniques to assess 1 2 3 4 5 N/O them. 6. Develops appropriate affective/behavioral/social goals for students. 1 2 3 4 5 N/O 7. Is knowledgeable of and selects evidence-based procedures that address 1 2 3 4 5 N/O affective/behavioral/social problems. 8. Effectively evaluates intervention outcomes. 1 2 3 4 5 N/O 9. Is knowledgeable of and/or effectively participates in prevention efforts. 1 2 3 4 5 N/O 10. Is knowledgeable of and/or effectively participates in crisis intervention 1 2 3 4 5 N/O procedures.

Competency 8: Student Diversity in Development and Learning

1. Is knowledgeable of individual differences, abilities, and disabilities. 1 2 3 4 5 N/O 2. Is knowledgeable of the influences of biology, culture, ethnicity, experience, 1 2 3 4 5 N/O SES, gender-related, and linguistic factors on development and learning. 3. Is sensitive to and possesses the necessary skills to work with individuals 1 2 3 4 5 N/O with diverse characteristics. 4. Selects or adapts strategies based on individual characteristics. 1 2 3 4 5 N/O

Competency 9: Science of Psychology and Education

1. Has a functional knowledge of research design, statistics, and program 1 2 3 4 5 N/O evaluation methods. 2. Effectively translates research into practice. 1 2 3 4 5 N/O 3. Sufficiently understands research design and statistics in order to conduct 1 2 3 4 5 N/O investigations and evaluate programs to improve services.

Competency 10: Emerging Technology

1. Is knowledgeable of technology related to the practice of school psychology 1 2 3 4 5 N/O (e.g., web-based data systems, word processing, computerized scoring, information gathering, etc.). 2. Is knowledgeable of means by which technology, including assistive 1 2 3 4 5 N/O technology, may be used to enhance the functioning of children or improve services. 3. Uses technology within the practice of school psychology. 1 2 3 4 5 N/O Dispositions (1 = Not Acceptable, 2 = Marginally Acceptable, 3 = Acceptable/Expected) Punctuality and attendance _____ Professional appearance and demeanor, including speech _____ Consistency, perseverance, and initiative _____ Flexibility, adaptability to novel/unexpected situations _____ General attitude and interest in performance _____ Poise, tactfulness, and rapport with staff and others _____ Preparation and organization _____ Ability to handle professionally constructive criticism _____

Additional comments regarding strengths and/or areas in need of improvement: