EDS 245 Psychology in the Schools Stephen E. Brock, Ph.D., NCSP 1
EDS 245 Psychology in the Schools
Syllabus and Course Schedule EDS 245: Course Objectives Psychology in the Schools Readings Hotsheets (divide into groups) Course Overview & Introduction to Psychology in the Schools Observations (find a mentor) Reflection Papers Stephen E. Brock, Ph.D., NCSP California State University, Sacramento Grading http://www.csus.edu/indiv/b/brocks/
Historical Foundations Historical Foundations
Origins of practice 1890 to 1920 Clinics and psycho-educational testing Mental tests (1900-1930) Societal forces Purpose to differentiate among children Child labor First training programs for school Compulsory schooling psychologists in 1920-1930 Lightner Witmer (father of school psychology) Emerging regulations in 1930-39 Attend to children who resist ordinary efforts of the school room Organizational identity (1940-49) Journals, state associations
Historical Foundations Historical Foundations
The First Conference California Association of School May 5 and 6, 1950 Psychologists (CASP) Hotel Stockton http://www.casponline.org 85 participants from 55 School Convention October 5-7, 2017, Garden Grove, CA Systems, and 8 Colleges 4 page program National Association of School 1 “presentation” Psychologists (NASP) 3 “discussions” http://www.nasponline.org 4 “workshops” Convention February 13-17, 2018, Chicago, IL
Stephen E. Brock, Ph.D., NCSP 1 EDS 245 Psychology in the Schools
Historical Foundations Historical Foundations
American Psychological Association Post war growth tied to developments (APA, Division 16) in education http://www.apa.org/about/division/div16.aspx Accepted nationwide Convention Aug 9-12, 2018, San Francisco, CA Societal trends at end of 1960’s International School Psychology affected school psychology Association http://www.ispaweb.org/ Convention July 25-28, 2018, Tokyo, Japan
Historical Foundations Why Children Need School Psychologists
Learning difficulties 1970 to 1990’s expansion of role and Behavior concerns special education Fears about war, violence, terrorism PL 94-142, IDEA Problems at home or with peers 1990’s questioning of traditional role Depression and other mental health issues Current societal forces Attention problems At risk children Poverty Changes in special education Diverse populations with diverse needs From NASP (2003)
The School Psychologist’s Job Skills School Psychologists Need
Qualifications and Definition NASP Domains of Practice https://www.nasponline.org/standards-and- CDE certification/nasp-practice-model/nasp-practice- http://www.cde.ca.gov/ls/cg/pr/psychec.asp model-implementation-guide/section-i-nasp- NASP practice-model-overview/nasp-practice-model- http://www.nasponline.org/about-school-psychology/who- 10-domains are-school-psychologists California Commission on Teacher Credentialing Standards (CCTC) https://www.ctc.ca.gov/docs/default-source/educator- prep/standards/pps-pdf.pdf
Stephen E. Brock, Ph.D., NCSP 2 EDS 245 Psychology in the Schools
The 10 Domains of Practice The NASP Practice Model
Domain 1: Data-Based Decision Making and Accountability Domain 2: Consultation and Collaboration Domain 3: Interventions and Instructional Support to Develop Academic Skills Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills Domain 5: School-Wide Practices to Promote Learning Domain 6: Preventive and Responsive Services Domain 7: Family–School Collaboration Services Domain 8: Diversity in Development and Learning Domain 9: Research and Program Evaluation Domain 10: Legal, Ethical, and Professional Practice NASP (2010)
The NASP Practice Model & The NASP Practice Model & CSUS CSUS
Assessment Consultation School psychologists work with children, Help teachers, parents, and administrators parents and staff to help determine a child’s: understand child development and learning Academic skills Provide positive alternatives for helping Learning aptitudes and styles children with learning and behavior Personality and emotional development problems Social skills and behavior issues Strengthen working relationships among Learning environments, school climate educators, parents, and community
Special education eligibility From NASP (2003) services From NASP (2003)
Stephen E. Brock, Ph.D., NCSP 3 EDS 245 Psychology in the Schools
Prevention Intervention
Implement programs to build positive Work face-to-face with children and families connections between students and adults Develop individualized solutions for learning Identify potential learning difficulties early and adjustment Design programs for children at risk Help adults to address problem behavior(s) Plan and implement crisis response Foster tolerance and appreciation of diversity Provide Create safe, supportive learning environments Counseling Social skills training Behavior management solutions From NASP (2003) From NASP (2003)
Education Train teachers and parents in: Research & Program Development
Teaching and learning strategies Recommend and implement evidence- Parenting techniques based programs and strategies Classroom management techniques Generate new knowledge of learning and behavior Working with exceptional students Evaluate effectiveness of programs and Strategies to address substance abuse interventions and risky behaviors Contribute to school-wide reform and restructuring Crisis prevention and response
From NASP (2003) From NASP (2003)
Mental Health Care Advocacy School Psychologists Encourage/Sponsor Deliver school-linked mental health Appropriate education placements services Education reform Coordinate with community resources and health care providers Legislative involvement Community services and programs Partner with parents and teachers to create healthy school environments Funding for adequate resources
From NASP (2003) Adapted from NASP (2003)
Stephen E. Brock, Ph.D., NCSP 4 EDS 245 Psychology in the Schools
What Do School Psychologists Do? Who Are Today’s School Psychologists?
Majority of are female (76.6%, up from 41% in 1969) and Assessment (EDS 245, EDS 248, 242A & B, 244 & 243, 247 & 243, EDS 240) Caucasian (90.7%, down from 96% in 1980). Consultation (EDS 245, EDS 248, 240, 246A & B) Mean age of 47.4 (up from 38.8 in 1980). Employed in public schools (83.7). Prevention (EDS 245, EDS 246A & B) Training Level: Masters, 25.06%; Specialist, 45.76%; Intervention (EDS 245,EDC 210, EDS 231, 248, 241 & 440, 240, 246A & B) Doctoral, 24.17%. Education (EDS 245, EDS 2240, EDS 246A & B) Majority (47.9%) have contracts lasting 170 to 190 Research & program development (EDS 250) days per year. A minority have contracts of 200 or more days (38.7%) Mental health care (EDS 245, EDC 210, EDS 231, EDS 241) Mean per diem salary is $356.49 per day. Advocacy (all) The current student to psychologist ratio is 1383:1 (down from 1482:1 in 2005). Adapted from NASP (2003) Castillo et al., (2011)
Who Are Today’s School Psychologists? Ethnicity of School Psychologists
56.2% receive administrative supervision. Ethnicity % 75% participate in developing 504 plans White/Caucasian 90.7 Mean # of initial evals: 27.3 (down from 39.9 in 1999) Hispanic/Latino 13.4 Mean # of re-evals: 33.3 (down from 37 in 1999) Black/African-American 3 47% of work time is evaluations Asian-American/Pacific Islander 1.3 Consultations (mean #): individual, 39.3; group, 14.7; organizational/system, 8 American Indian/Alaskan Native 0.6 Other 1 Mean # of students counseled: 10.4 Mean # of In-service programs conducted: 3
Castillo et al., (2011) Source: 2003 NASP membership survey (69% response rate)
Ethnicity Comparison Rules of School Psychology
1. Focus on student needs. Student needs dictate interventions, not simply what’s convenient for adults. 2. There is no such thing as bad data. There are bad data interpretations. 3. Use tests don’t let them use you. School psychologists make psycho-educational recommendations, tests don’t. 4. Everything is data. There are many ways to understand a student and develop recommendations. U.S. School 5. Never draw a conclusion from a single data source. Look for multiple sources of agreement before coming to any Population Psychologists conclusion. From NASP (2003)
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Stephen E. Brock, Ph.D., NCSP 5 EDS 245 Psychology in the Schools
Rules of School Psychology Rules of School Psychology
6. Look for information that will guide interventions. 11. Be attentive to what students do well. Meaningful data provides guidance that leads to student success. 7. There is no such thing as an “un-testable” child. Assertively identify student strengths and use this There are students for whom standardized tests are psychometrically information to guide interventions. invalid. 12. Always tell students what to do. 8. You will need to ask difficult questions and deliver bad news. This will make you uncomfortable, but you need to GET OVER IT!!!! Avoid simply telling students what not to do. 9. You need to earn the right to share an expert opinion. 13. Never think you have all the answers. Just because you are a “school psychologist” doesn’t mean you will be listened to. Always ask good questions and be a life-long learner. 10. Always strive to give away psychology. 14. Be a critical consumer of psycho-educational tools & Psycho-educational strategies are not a covert and should be understood by all. interventions. Use empirically supported tools/interventions, but remain open to new approaches.
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Student Handbook
CSUS School Psychology
Becoming a school psychologist at CSUS.
CSUS Program Goals CSUS Program Goals Conceptualize student needs from a Continually develop professional skills developmental and ecological through reflective practice, critical thinking perspective. and mindfulness of current research. Are cognizant of prevention and Understand the structure of schools and intervention strategies that foster positive other agencies that serve students with mental, physical and academic well being special needs. for both students and staff. Are cognizant of effective instructional Utilize a wide range of methods in practices and use this knowledge in assessing student needs, designing fostering cognitive/academic development appropriate interventions and evaluating for all students. the effectiveness of those interventions.
Stephen E. Brock, Ph.D., NCSP 6 EDS 245 Psychology in the Schools
CSUS Program Goals CSUS Program Goals
Engage in ongoing evaluation of programs Develop an understanding of specialized and services with an awareness of needs of diverse student populations, organizational change strategies. including issues of culture, unique learning Utilize counseling and consultation needs, alternative lifestyles etc. approaches that reframe problems with the Collaborate with schools and parents in goal of developing strategies for solution. implementing interventions that promote Implement problem-solving approaches positive outcomes for all students. that lead to problem solution within the Conduct themselves in a manner school framework or to an appropriate consistent with ethical and legal standards outside referral. of the profession.
Program Structure Program Structure
PPS School Psychology Credential requires: Coursework Education Specialist Degree (Ed.S.) Practica (EDS 242b [4 units], 243 [6 units] and 439 [4 units]; 450 hours) All M.A. Coursework Praxis Exam (160 or higher) All PPS Credential Coursework Internship (EDS 441,30 units, 1200 hours) Education Specialist Seminar (EDS 239, 3 units) M.A. requires: Coursework Culminating Experience (EDS 540 or 542, 3 to 6 units) Educational Research (EDS 250, 3 units) Praxis Exam (160 or higher) + Case Study Exam (EDS 249, 3 units, exam rated 8 out of 10) – or – Project (EDS 541)
Credentials/Licenses/Certification Credentials/Licenses/Certification
School Psychology Intern Credential Licensed Educational Psychologist For practice as an intern psychologist in schools Licensed Professional Clinical Counselor Administered by California Commission on Teacher Administered by Board of Behavioral Science Credentialing (CCTC) Examiners PPS School Psychology credential Private practice in California For practice in schools as a school psychologist Nationally Certified School Psychologist Administered by CCTC Administered by NASP Complete a NASP approved program (CSUS was re-approved in Fall 2011) Pass the Praxis exam (160)
Stephen E. Brock, Ph.D., NCSP 7 EDS 245 Psychology in the Schools
What You Do to Get What You What You Do to Get What You Need & When You Need It Need When You Need It
First Semester Third Semester Reservation for EDS 249 Certificate of Clearance Application for Graduation, M.A. Second Semester Advancement to Candidacy, Ed.S. Advancement to Candidacy for Masters Course Equivalenciesform for M.A. Fourth Semester Graduation Writing Assessment Requirement Reservation for EDS 239, Ed.S. Seminar (GWAR) Case Study Masters Exam Fully classified (complete all prerequisites) Praxis http://www.ets.org/praxis/nasp Internship Credential (Student Handbook, p. 46) (Student Handbook, p. 46)
What You Do to Get What You Need When You Need It Agreement & Contract
Fifth Semester Reservation for EDS 542 Confidentiality Agreement Ed.S. Seminar (EDS 239) Conduct Contract Application for Graduation, Ed.S. All required forms for internship available at See also Appendix C of the University http://www.csus.edu/indiv/b/brocks/ Catalog Sixth Semester Ed.S. Thesis/Project PPS credential application Course Equivalency form different from Advancement to Candidacy Application for graduation (Student Handbook, p. 46)
Questions?
Stephen E. Brock, Ph.D., NCSP 8