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School Psychology Student Handbook School Psychology Student Handbook 2020-2021 The School Psychology Program at Texas A & M University is fully accredited by the American Psychological Association (APA) Office of Program Consultation and Accreditation 750 First Street, N.E. Washington, DC 20002-4242 (202) 336-5979 The Program is approved by the National Association of School Psychologists (NASP) 1 TEXAS A&M UNIVERSITY ............................................................................................................................... 4 I. THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY (EPSY) ................................................................. 4 II. PROGRAM PHILOSOPHY AND GOALS OF THE DOCTORAL TRAINING PROGRAM IN SCHOOL PSYCHOLOGY ................................................................................................................................................ 5 PREVENTION SCIENCE MODEL.............................................................................................................. 8 PROGRAM GOALS FOR STUDENT OUTCOMES ..................................................................................... 8 III. MODEL AND MISSION OF THE SCHOOL PSYCHOLOGY PROGRAM (ADOPTED JANUARY 1996; REVISED MAY 2013) .................................................................................................................................... 16 IV. EPSY FACULTY AND RESEARCH INTERESTS ..................................................................................... 18 V. ACADEMIC ADVISING OFFICE.............................................................................................................. 22 VI. PROGRAM PLANNING ..................................................................................................................... 23 PRIOR GRADUATE COURSEWORK/DIRECT TO THE DOCTORATE................................................... 24 SEQUENCE OF COURSES ................................................................................................................ 26 SPSY RESEARCH EXPECTATIONS .................................................................................................... 35 CORE REQUIREMENTS ................................................................................................................... 36 YEAR BY YEAR EXPECTATIONS FOR DEGREE COMPLETION ........................................................... 47 WHAT TO EXPECT: COURSES, FIELD EXPERIENCES, RESEARCH ACTIVITIES ................................... 48 DEGREE PROGRAM AND PLAN ...................................................................................................... 52 VII. ADVISING AND ADVISORS ADVISOR'S ROLE ................................................................................... 57 VIII. STUDENT RIGHTS AND RESPONSIBILITIES ...................................................................................... 58 IX. PRACTICA/FIELD EXPERIENCE/EXTERNSHIP .................................................................................... 62 X. RESEARCH INFORMATION .................................................................................................................. 70 2 PROGRAM AND DEPARTMENT RESEARCH EXPECTATIONS .............................................................. 70 XI. DOCTORAL INTERNSHIP GUIDELINES PROGRAM PHILOSOPHY AND GOALS .................................. 72 APPROVAL OF INTERNSHIP PROGRAMS ........................................................................................ 73 XII. ORGANIZATIONS ............................................................................................................................. 76 DEPARTMENTAL STUDENT ORGANIZATIONS ................................................................................ 76 XIII. RESOURCES: FACILITIES AND SERVICES DEPARTMENTAL FACILITIES ............................................. 79 CLERICAL SUPPORT ........................................................................................................................ 80 FINANCIAL ASSISTANCE ................................................................................................................. 81 XIV. EVALUATION OF STUDENT PROGRESS/ANNUAL REVIEW .............................................................. 85 PRELIMINARY EXAMINATIONS AND DISSERTATION PROPOSAL ................................................... 91 XV. ONGOING PROGRAM REVIEW ........................................................................................................ 92 XVI. ADDITIONAL SOURCES OF INFORMATION FOR GRADUATE STUDENTS IN EPSY ............................ 92 APPENDIX .................................................................................................................................................... 94 3 Texas A&M University Texas A&M University is a land, air, and sea grant institution accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). Texas A&M espouses a culture of excellence with 12 imperatives that set the tenor of education and training across the university. Of the 12 imperatives identified in Vision 2020 (http://vision2020.tamu.edu/the-twelve-imperatives), many are consistent with the mission of the Department and the School Psychology program. The first is geared toward ensuring high quality faculty for teaching, research, and scholarship, including ensuring adequate numbers of high quality faculty. The second is specific to strengthening graduate programs through a dynamic, exciting, and discovery-driven intellectual environment. This is extended to build on the tradition of professional education with professional programs preparing graduates for entry into a complex world. Vision 2020 supports the program commitment to individual differences and diversity and meeting the needs of the State of Texas. At the University level, all graduate students are subject to the administrative oversight of the Office of Graduate and Professional Studies (OGAPS) for meeting degree requirements. OGAPS also provides support to graduate students through fellowships, dissertation grants, and other resources, including an Ombudsperson (see http://ogaps.tamu.edu/New-Current-Students/Ombudsperson). At the College level, the College of Education & Human Development (CEHD) provides support to students through fellowships, support for travel abroad as part of globalization, and dissertation grants. The CEHD strategic plan directly addresses the generation, dissemination, and application of new knowledge that supports improved practice and policy including the areas of health and achievement disparities; multi- disciplinary collaborative efforts; lifelong learning and wellness; enhancing and rewarding diversity within a climate of inclusion, equity, and respect for students, faculty, and staff; and preparing research scholars for the professoriate. The CEHD also encourages and supports the recruitment of faculty and students from diverse backgrounds. I. The Department of Educational Psychology (EPSY) The Department of Educational Psychology is one of four departments in the College of Education & Human Development (CEHD). The department heads of the various departments work with the Dean of the CEHD on matters of departmental or college interest. The EPSY strategic plan mirrors the CEHD strategic plan and Vision 2020. The University, CEHD, EPSY and the division/program strive for increasing the diversity of both students and faculty, as well as recognition of and respect for individual differences. At the graduate level, the department offers the Master of Science (M.S.), Master of Education (M.Ed.), and Doctor of Philosophy (Ph.D.) degrees. Doctoral specializations include school psychology (APA accredited, NASP approved), counseling psychology (APA accredited), educational psychology, special education, and educational technology. At the master’s level, specializations are: school counseling, educational technology, special education, bilingual/ESL education, and educational psychology/learning sciences. The School Psychology division/program has established connections with the other divisions in the Department, as well as across the CEHD. Within the Department, the strongest 4 relationships are with the Learning Science (LS), Research, Measurement Statistics (RMS), Special Education, and Counseling Psychology Divisions. Many of our students take courses offered within these Divisions, with the LS and RMS courses required. In addition, students often take courses in Psychology, Sociology, Health Education, and other Departments and colleges across the University. The Department of Educational Psychology also offers undergraduate courses designed to assist prospective educators in understanding human learning and development, and in basic statistical principles. These courses are presented as a service to students who are majoring in various fields of study other than educational psychology, and who require these service courses for teacher certification with the Texas Education Agency or similar agencies in other states. II. Program Philosophy and Goals of the Doctoral Training Program in School Psychology The TAMU doctoral-level School Psychology program endorses and subscribes to the scientist- practitioner model for the training of professional health service psychologists. The primary goal of the program is the preparation of psychologists capable of contributing to the academic, emotional, and social- behavioral well-being of children and adolescents through direct and indirect services,
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