Western Carolina University
Program Assessment Plan
Program: School Psychology
College of Education and Allied Professions
Assessment Plan for 2006-2007
Primary Contact:
Candace H. Boan, Ph.D.
Associate Professor
Director of Graduate Program in School Psychology
828-227-3451
cboan@email.wcu.edu
Department Mission Statement:
The Department of Psychology provides the state, region, and university with a center of
scholarship in the psychological sciences. The most important expression of this
scholarship occurs through effective instruction in the undergraduate and graduate degree
programs in psychology, service courses for programs in education and other areas of
study, and general education courses open to all undergraduates. The Department of
Psychology sees collaborative research activities with students as an integral part of its
teaching mission and funded and unfunded faculty research as an important means for
faculty development. Although less central to the Department's mission than teaching and
research, service that provides faculty members with opportunities to share their
scholarship and skills with the university and the larger community is valued and
encouraged.
Statement on Alignment of Program with University and College Mission:
Western Carolina University provides education to provide a regional community of
scholarship. This is accomplished through the administration of undergraduate and
graduate programs. The primary role of the College of Education and Allied Professions
is to prepare educators, counselors, psychologists, speech-language pathologists,
recreation personnel and other human service specialists at both entry and advanced
levels. These professionals will staff public elementary, secondary, postsecondary
schools, sport and recreation agencies, and other human service organizations in North
Carolina and the region beyond. The College fulfills its mission by developing and
maintaining a community of scholars that promotes and recognizes good teaching,
service, and research. Of these three scholarly activities, providing optimal learning
environments for students is most important, followed by service and research.
The School Psychology program develops school psychologists that are eligible for state
licensure and national certification as a school psychologist. The program accomplishes
this role by: (1) providing a theoretical and applied background grounded in psychology
and education that prepares individuals for effective practice as a psychologist in an
educational setting, (2) developing the ability to interpret and apply psychological and
educational research in a critical manner, (3) developing proficiencies required as a
school psychologist in assessment, consultation, direct service provision, develop
academic and behavioral interventions, and crisis response, (4) providing an
understanding of the systems that influence educational practice, and (5) establishing a
thorough understanding of legal and ethical issues relevant for school psychologists.
Program Goals/Objectives:
The school psychology program has a well-established assessment plan. The data is
collected on a yearly basis by the Program Director. The following information will
summarize the program goals, how they are addressed in the program, and the data that
has been attained over the past three academic years.
1. Data-Based Decision-Making and Accountability: School psychologists have
knowledge of varied models and methods of assessment that yield information useful in
identifying strengths and needs, in understanding problems, and in measuring progress
and accomplishments. School psychologists use such models and methods as part of a
systematic process to collect data and other information, translate assessment results into
empirically based decisions about service delivery, and evaluate the outcomes of
services. Data based decision-making permeates every aspect of professional practice.
Addressed: Data-based decision making is stressed in all facets of the program. Program
goals 2 and 5 are specifically relevant to this domain (School Psychology Program
Handbook, pp.3-4). Goal 2 states that graduates from the program “will have sufficient
academic training to interpret and apply psychological and educational research in a
critical manner”. This ability to critically analyze and apply research is essential for
systematically analyzing data and for selecting empirically based interventions. Goal 5
focuses on specific skills such as interpreting information from different assessment tools
and techniques and developing academic and behavioral intervention plans based on the
needs of the individual. The program also has several knowledge (#5, #6, and #7)
objectives and abilities (#1, #2, #3, #4, #5, #6, #14, #17, #20, #21 and #22) which are
directly relevant to data-based decision making and accountability (pp. 4-6).
Most of the courses in the curriculum have elements of data-based decision making
incorporated into content and assignments. The statistics (Psy 651) and research methods
(Psy 652) sequence aids students in learning about collecting data in a systematic manner.
Students are required to conceptualize a research project based on the existing literature
in the area. Students must be able to integrate information from the research base, pose a
research question, gather data to answer the question, analyze the data using appropriate
statistical methods, and explain the relevance of any findings as they relate to previous
research. This model of having an adequate knowledge base, identifying questions that
need to be answered, gathering relevant data, and then interpreting results in the context
of the original question is at the heart of data-based decision making.
The courses that form the assessment sequence (Psy 661, 663, 664, and 697) all require
students to develop a solid knowledge base in assessing strengths and weaknesses,
understanding the importance of context when developing assessment batteries, and
linking assessment information to meaningful, empirically-based recommendations and
interventions. Specific assessment skills that are developed include assessing cognitive,
academic, behavioral, emotional, personality, adaptive and social functioning. Students
learn informal methods for gathering information such as error analysis, curriculumbased assessment, interviewing, and conducting observations. The target age range
includes birth through adulthood. A large focus of the training is learning to integrate
information to get a clear understanding of the strengths and weaknesses of an individual
and the context that exists around, and may contribute to these strengths and weaknesses.
For all assessment courses, students are required to identify any necessary interventions
based on the information from assessment data.
Intervention courses (Psy 621, Psy 674, 675, and Coun 620) require students to apply the
empirical body of research to academic, behavioral, emotional, and social needs of
children and adolescents. In several of these courses, students are required to develop
intervention plans for mock cases based on existing research and any relevant contextual
issues in the case.
Practicum I, Practicum II, and Internship allow students increasing levels of
independence in data-based decision making and accountability (see Course Syllabi).
During the internal practicum placement students are required to evaluate a minimum of
four individuals in the Psychological Services Clinic. The reasons for referral on clinic
cases are seldom straightforward, and require students to critically analyze the best
assessment tools for gathering information. Additionally clinic cases require students to
be thorough in evaluations and in making recommendations for clients. The internal
practicum placement often involves considerable supervision for the first few cases. For
the external practicum placement and internship students are required to submit portfolio
assignments that demonstrate assessment, consultation, and intervention skills.
Assessed: The courses listed above (Psy 651, 652, 661, 663, 664, 697, 621, 674, 675,
and Coun 620) all require written products to measure competency and understanding of
material. The written products include examinations, case studies, comprehensive
psychological reports, reflection papers, and various other approaches to assessing
knowledge base.
The Psychological Assessment I course involves videotaped
observations of administrations. Practicum I and Practicum II also involve observations
of students’ work. Within the internal placement, their supervisor in person and/or
through the use of audio or videotaping observes students. During the external
placement, the university supervisor completes at least one site-visit in which the student
is observed engaging in a professional activity. Practicum students are also evaluated by
their field supervisor using the Practicum Evaluation Form. This form measures many of
the specific objectives of the program that are focused on data-based decision-making.
Practicum students are required to complete assessment activities (a minimum of 4
cases), consultation cases (a minimum of 2 cases), counseling cases (a minimum of 2),
and two presentations (assessment instrument presentation and intervention presentation)
to classmates. Materials submitted during both the internal and external practicum
placements are reviewed and maintained as part of the student’s portfolio (see School
Psychology Program Handbook, pp. 9-10 for a copy of the portfolio log form). Interns
are also evaluated on data-based decision making items by their field supervisor (see
Intern Evaluation Form) and submit samples of their work to the University for inclusion
in the portfolio. Interns are required to complete assessment cases (a minimum of 4), a
teacher consultation case, a parent consultation case, an academic intervention case, a
behavioral intervention case, individual counseling cases (a minimum of 4), a group
therapy, and an inservice presentation.
Thesis projects are another measure of data-based decision making and accountability.
Students have two formal assessments associated with the thesis project. Students must
pass a thesis prospectus examination (see Department of Psychology Graduate
Handbook, pp. 7-9). At the thesis prospectus meeting students are evaluated on several
facets of their oral and written presentation of the project (Thesis Prospectus Evaluation
Forms). Students must also pass a final oral defense of their completed thesis project.
Alumni surveys are also used to evaluate students’ data-based decision making and
accountability knowledge and skills (Alumni Survey, questions 6 and 10a). Finally,
although the PRAXIS II school psychology specialty exam is not required in the
program, most students complete the examination as part of their requirements for
licensure or certification. The PRAXIS II scores provide a global assessment of overall
training across all NASP domains. These scores are monitored to ensure that graduates
of the program are able to meet state and local standards for credentialing in the field.
Attained: Data indicate that the program provides adequate training in data-based
decision making and accountability. Grades in the courses listed above were satisfactory.
A few students made Cs in Assessment I (Psy 661) or Statistics (Psy 651); however, most
performed in the A or B range in all courses (see Grade Summary Sheet). Students
performing in the C range for Assessment I or Statistics course are able to perform in the
A to B range in Assessment II and Advanced Research: Proposal Writing, suggesting
mastery over basic skills in assessment and research methods.
Practicum students in the 2004-2005 academic year logged an average of 97.97 hours in
assessment and 20.31 hours in research, both of which are measures of data-based
decision making activities. Interns in the 2004-2005 academic year logged an average of
626.87 hours in assessment and 42.96 hours in research (see Intern and Practicum Log
Summary).
Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed means scores of: (Column B) assessment skills 4.38 and 4.72 respectively and
(Column D) intervention skills 4.47 and 4.48 respectively. Results of intern evaluations
for the 2003-2004 and 2004-2005 academic years revealed (Column B) assessment skills
4.82 and 4.89 respectively and (Column D) intervention skills 4.69 and 4.82 respectively.
All students in the 2005 graduating class successfully passed their oral thesis defense.
Students in the 2006 graduating class and 2007 graduating class have all passed their
thesis prospectus examination.
Results of the 2005 alumni survey had a mean score of 4.89 on Item #6 and a mean score
of 4.67 on Item #10a. These ratings indicate that students feel well-prepared in areas
related to data-based decision making and accountability. Eighty-three percent of the
PRAXIS II scores for the 2004 and 2005 graduating class were above the national
standard. One hundred percent for both classes scored above the state standard on the
exam.
2. Consultation and Collaboration: School psychologists have knowledge of
behavioral, mental health, collaborative, and/or other consultation models and methods
and of their application to particular situations. School psychologists collaborate
effectively with others in planning and decision-making processes at the individual,
group, and system levels.
Addressed: The program philosophy, goals and objectives (Knowledge Objective 1 and
Ability Objectives 9, 11, 16, 18, and 22) clearly demonstrate the importance of
consultation and collaboration in the program (School Psychology Program Handbook,
pp. 3-6). The training program offers an entire class that is focused on consultation and
collaboration (Coun 645). This course includes units on behavioral, mental health, and
organizational consultation (see Appendix D11, Course Syllabi). Consultation and
collaboration are also important components of other classes. Counseling (Coun 620)
and Cognitive Behavioral Interventions (Psy 675) focus on important skills for
establishing relationships and providing empirically based recommendations during
consultative interactions (Appendix D10 and D5). Courses such as Professional Issues
(Psy 673), Family Systems (Psy 678), and Advanced Educational Psychology (Psy 621)
further provide foundations for consultation. During the internal practicum placement,
students are expected to provide feedback to parents and consult with other professionals
(e.g., teachers, psychologists in the community) to ensure that the client’s needs are being
met. The supervisor often observes feedback sessions and consultation meetings when
students first begin working in the Psychological Services Clinic. Consultation is also a
key component of external practicum placements and internship (see Course Syllabi).
Site visits during practicum and internship also allow for assessment of consultation and
intervention skills. Items on the Practicum Evaluation Form and Intern Evaluation Form
assess specific aspects of consultation and collaboration.
Assessed: The Consultation and Collaboration (Coun 645) course involves completion
of two written examinations (mid-term and final exam) as well as a consultation project
(see Course Syllabi). The consultation project involves actually forming a consultative
relationship with an educator to start establishing basic skills in consultation. Courses
such as Psy 675 and Coun 620 use role-playing activities to help establish basic skills in
interacting with others such as establishing eye contact, paraphrasing, and other
techniques. Practicum and Intern hours logged in consultative activities are recorded
throughout their field experiences (see Intern and Practicum Log Forms). Practicum
students are required to submit two consultation cases for review in their portfolio.
Interns are required to submit a parent consultation case, a teacher consultation case, an
academic intervention case (which may be consultative in nature), and a behavioral
intervention case (which may be consultative in nature). See Course Syllabi, for specific
information about practicum and internship consultation cases. Practicum and Intern
Evaluation Forms include an entire section devoted to the consultation and collaboration
skills of the student. Alumni surveys also provide information about consultation and
collaboration skills (see questions #7 and 10b). Finally, although the PRAXIS II school
psychology specialty exam is not required in the program, most students complete the
examination as part of their requirements for licensure or certification. The PRAXIS II
scores provide a global assessment of overall training across all NASP domains. These
scores are monitored to ensure that graduates of the program are able to meet state and
local standards for credentialing in the field.
Attained: Grades in the Consultation and Collaboration (Coun 645) course have been
satisfactory for the past several years. No students have made a score below a B in the
course during the last three years. Grades for Psy 621, 673, 675, 678, and Coun 620 have
consistently been in the above average range (see Grade Summary Sheet). Practicum
students in the 2004-2005 academic year logged an average of 34.39 hours in
consultation. Interns in the 2004-2005 academic year logged an average of 250.71 hours
in consultation (see Intern and Practicum Log Summary). Samples from practicum and
intern portfolios also provide additional documentation that the students are trained in
consultation and collaboration.
Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed means scores of: (Column A) professional skills 4.77 and 4.60 respectively and
(Column C) consultation skills 4.39 and 4.46 respectively. Results of intern evaluations
for the 2003-2004 and 2004-2005 academic years revealed means scores of: (Column A)
professional skills 4.59 and 4.76 respectively, and (Column C) consultation skills 4.70
and 4.73 respectively.
Results of the 2005 alumni survey had a mean score of 4.22 on Item #7 and a mean score
of 4.33 on Item #10b. These ratings indicate that students feel adequately prepared in
areas related to consultation and collaboration. Eighty-three percent of the PRAXIS II
scores for the 2004 and 2005 graduating class were above the national standard. One
hundred percent for both classes scored above the state standard on the exam.
3. Effective Instruction and Development of Cognitive/Academic Skills – school
psychologists have knowledge of human learning processes, techniques to assess these
processes, and direct and indirect services applicable to the development of cognitive and
academic skills. School psychologists, in collaboration with others, develop appropriate
cognitive and academic goals for students with different abilities, disabilities, strengths,
and needs; implement interventions to achieve these goals; and evaluate the effectiveness
of interventions. Such interventions include, but are not limited to, instructional
interventions and consultation.
Addressed: The program philosophy, goals and objectives (Knowledge Objectives 3 and
5 and Ability Objectives 9, 11, 14, 18, and 20) clearly demonstrate the importance of
effective instruction and development of cognitive/academic skills (see School
Psychology Program Handbook, pp. 3-6). Theories of human learning and cognition are
addressed in several courses: Advanced Educational Psychology (Psy 621), Child and
Adolescent Development (Psy 624), and Human Neuropsychology (Psy 548/648).
Assessment courses (Psy 661, 663, and 664) also address issues directly related to
learning and the assessment of cognitive and academic skills and the development of
interventions (see Course Syllabi).
Psychological Assessment I provides basic
instruction in cognitive assessment and identification of strengths and weaknesses.
Psychological Assessment II builds on this foundation to teach students additional
cognitive assessment tools (including nonverbal), omnibus and diagnostic achievement
measures, informal assessment techniques such as curriculum-based assessment and error
analysis, and begins to train students in developing academic interventions based on
assessment data. The Preschool Assessment and Intervention (Psy 663) course expands
the training in assessment to birth through five, utilizes scaffolding approaches to the
assessment of learning, and focuses on developing interventions based on the results.
During the internal practicum placement, students are expected to provide feedback to
parents and consult with other professionals (e.g., teachers, psychologists in the
community) regarding cognitive and academic functioning. The supervisor often
observes feedback sessions and consultation meetings when students first begin working
in the Psychological Services Clinic. Consultation and intervention are also a key
component of external practicum placements and internship (see Course Syllabi). All
internships have been completed in the school system, and thus students have
considerable opportunity to work with children and adolescents with and without
disabilities (see Internship Syllabus, p. 1). Students complete consultation and academic
intervention requirements during practicum and internship. Site visits during practicum
and internship also allow for assessment of consultation and intervention skills. Items on
the Practicum Evaluation Form and Intern Evaluation Form assess specific aspects of
intervention and consultation.
Assessed: Theories of human learning and cognition are assessed via traditional
examinations, written assignments, and student presentations (see Course Syllabi). In
assessment courses students are required to administer assessment measures, interpret
assessment data and write results up in psychological reports. Psychological Assessment
II requires students to integrate cognitive and academic information from multiple tools.
It also requires students to develop academic interventions based on assessment data.
Preschool Assessment and Intervention (Psy 663) requires students to submit videotapes
of administrations of several instruments. The videotapes are used in class to teach
students about the nature of assessing cognitive and readiness skills in young children.
Practicum and Intern hours logged in intervention and consultative activities are recorded
throughout their field experiences (see Intern and Practicum Log Forms). Practicum
students are required to submit two consultation cases for review in their portfolio.
Interns are required to submit a parent consultation case, a teacher consultation case, and
an academic intervention case. See Course Syllabi, for specific information about
practicum and internship consultation cases. Practicum and Intern Evaluation Forms
include an entire section devoted to consultation and collaboration and an entire section
devoted to intervention. Alumni surveys also provide information about consultation and
collaboration skills and intervention (see questions #7 and 10b-c).
Finally, although the PRAXIS II school psychology specialty exam is not required in the
program, most students complete the examination as part of their requirements for
licensure or certification. The PRAXIS II scores provide a global assessment of overall
training across all NASP domains. These scores are monitored to ensure that graduates
of the program are able to meet state and local standards for credentialing in the field.
Attained: Grades in Psy 621, 624, and 548/648 have been in the A and B range. No
students in the program during the past three years have made below a B in these courses.
In the assessment sequence, grades have also primarily been in the A to B range (see
Grade Summary Sheet). Practicum average hours logged across areas during 2004-2005
were as follows: consultation 34.39 and intervention 16.19(see Summary of
Intern/Practicum Logs). During the 2004-2005 academic year, average hours logged
across areas for interns were as follows: consultation 250.71 and intervention 92.36.
Samples from practicum and intern portfolios also provide additional documentation that
the students are trained in consultation and collaboration.
Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed mean scores of: (Column C) consultation skills 4.39 and 4.46 respectively and
(Column D) intervention skills 4.47 and 4.48 respectively. Results of intern evaluations
for the 2003-2004 and 2004-2005 academic years revealed means scores of: (Column C)
consultation skills 4.70 and 4.73 respectively and (Column D) intervention skills 4.69 and
4.82 respectively.
Results of the 2005 alumni survey had a mean score of 4.22 on Item #7, a mean score of
4.33 on Item #10b, and a mean score of 4.50 on Item #10c. These ratings indicate that
students feel adequately prepared in areas related to consultation and collaboration.
Mean rating on Item #10c was 4.50, suggesting that alumni feel confident in their
knowledge and skills related to “Effective Instruction and Development of
Cognitive/Academic Skills”. Eighty-three percent of the PRAXIS II scores for the 2004
and 2005 graduating class were above the national standard. One hundred percent for
both classes scored above the state standard on the exam.
4. Socialization and Development of Life Skills – school psychologists have
knowledge of human developmental processes, techniques to assess these processes, and
direct and indirect services applicable to the development of behavioral, affective,
adaptive, and social skills. School psychologists, in collaboration with others, develop
appropriate behavioral, affective, adaptive, and social goals for students of varying
abilities, disabilities, strengths, and needs; implement interventions to achieve those
goals; and evaluate the effectiveness of interventions. Such interventions include, but are
not limited to, consultation, behavioral assessment/intervention, and counseling.
Addressed: The program philosophy, goals and objectives (Knowledge Objectives 3 and
5 and Ability Objectives 2, 3, 9, 10, 11, 19, 21, and 22) clearly demonstrate a training
orientation related to socialization and development of life skills (see School Psychology
Program Handbook, pp. 3-6). Child and Adolescent Development (Psy 624) and Human
Neuropsychology (Psy 548/648) provide students with an understanding of human
developmental processes (Appendix D, Course Syllabi). Students learn to assess these
processes in courses such as Preschool Assessment and Intervention (Psy 663),
Behavioral/Emotional Evaluation of Children and Adolescents (Psy 697) and Advanced
Educational Psychology (Psy 621). Interventions focused on cognitive, behavioral,
adaptive and social functioning are covered in courses such as Cognitive Behavioral
Intervention (Psy 675), Counseling Children (Coun 620), and Consultation (Coun 645).
A key component in the Psy 675 class is behavioral assessment, collecting baseline data,
developing empirically based interventions, and monitoring/modifying interventions as
needed.
Internal practicum placements require comprehensive assessments for
behavioral/emotional functioning.
These placements also allow for behavioral
consultation with parents and teachers, and in some situations for providing direct
intervention services. External placements also provide opportunities to develop skills in
assessing behavioral, emotional, adaptive, and social functioning. During field
experiences (practicum and internship) students are required to engage in consultation
related to behavioral/emotional issues and provide direct services (individual or group
counseling).
Assessed: Knowledge of socialization and development of life skills is assessed through
traditional examinations, written assignments, and student presentations (Appendix D,
Course Syllabi). Mock case studies in courses like Cognitive Behavioral Interventions
(Psy 675) require students to develop detailed behavior intervention plans for children
and adolescents. In assessment courses students are required to administer assessment
instruments, interpret assessment results, integrate and write results up in psychological
reports. Videotapes of student interactions with preschool children are used to teach
about behavior norms and social engagement in young children. Practicum and Intern
students log intervention hours throughout their field experiences (see Intern and
Practicum Log Forms). Practicum students are required to submit two consultation cases
for review in their portfolio. Interns are required to submit a parent consultation case, a
teacher consultation case, and a behavioral intervention case (see Course Syllabi, for
specific information about practicum and internship consultation cases). Practicum and
Intern Evaluation Forms include an entire section devoted to assessment skills and an
entire section devoted to intervention skills. Alumni surveys also provide information
about behavioral assessment and intervention skills (see questions #6, 7 and 10d).
Finally, although the PRAXIS II school psychology specialty exam is not required in the
program, most students complete the examination as part of their requirements for
licensure or certification. The PRAXIS II scores provide a global assessment of overall
training across all NASP domains. These scores are monitored to ensure that graduates
of the program are able to meet state and local standards for credentialing in the field.
Attained: Grades in Psy 621, 624, 548/648, 675, 697 and Coun 620 and 645 have been
excellent (see Grade Summary Sheet). The majority of students (over 94%) have also
made a B or higher in Psy 663 during the past three years. Practicum average hours
logged across areas during 2004-2005 were as follows: assessment (97.97), consultation
34.39 and intervention 16.19 (see Appendix E4, Summary of Intern/Practicum Logs).
During the 2004-2005 academic year, average hours logged across areas for interns were
as follows: assessment (626.87), consultation 250.71 and intervention 92.36. Samples
from practicum and intern portfolios also provide additional documentation that the
students are trained in consultation and collaboration.
Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed mean scores of: (Column B) assessment skills 4.38 and 4.72 respectively,
(Column C) consultation skills 4.39 and 4.46 respectively, and (Column D) intervention
skills 4.47 and 4.48 respectively. Results of intern evaluations for the 2003-2004 and
2004-2005 academic years revealed means scores of: (Column B) assessment skills 4.82
and 4.89 respectively, (Column C) consultation skills 4.70 and 4.73 respectively, and
(Column D) intervention skills 4.69 and 4.82 respectively.
Results of the 2005 alumni survey had a mean score of 4.89 on Item 6, a mean score of
4.22 on Item #7 and a mean score of 4.50 on Item #10d. These ratings indicate that
students feel adequately prepared in areas related to consultation and collaboration.
Mean rating on Item #10c was 4.50, suggesting that alumni feel confident in their
knowledge and skills related to “Effective Instruction and Development of
Cognitive/Academic Skills”. Eighty-three percent of the PRAXIS II scores for the 2004
and 2005 graduating class were above the national standard. One hundred percent for
both classes scored above the state standard on the exam.
5. Student Diversity in Development and Learning – school psychologists have
knowledge of individual differences, abilities, and disabilities and of the potential
influence of biological, social, cultural, ethnic, experiential, socioeconomic, genderrelated, and linguistic factors in development and learning. School psychologists
demonstrate the sensitivity and skills needed to work with individuals of diverse
characteristics and to implement strategies selected and/or adapted based on individual
characteristics, strengths, and needs.
Addressed: The program philosophy, goals and objectives (Knowledge Objectives 2, 3,
5, 10 and Ability Objectives 1, 2, 5, 12, 14, 16, 19, and 22) clearly demonstrate a training
orientation related to working with diverse groups (see School Psychology Program
Handbook, pp. 3-6). Most courses integrate diversity issues throughout classroom content
(see Course Syllabi). Lectures and discussions in class focus on the role of culture,
ethnicity, and social factors in the experiences of individuals. Several classes include
specific readings about the experiences of different diverse groups. The assessment
courses (Psy 661, 663, 664, and 697) focus on the importance of tailoring assessments to
the needs of the individual and to the importance of non-discriminatory assessment
practices. The Advanced Educational Psychology (Psy 621) course, the Child and
Adolescent Development (Psy 624) course, the Professional Issues (Psy 673) course, and
the Advanced Child Psychopathology (Psy 674) course all include units or readings
related to working with diverse groups. The Advanced Educational Psychology course
includes a unit on “Individual, Developmental and Group Differences Among Students”.
Readings for this course focus on the dimensions and challenges associated with
multicultural education. The Child and Adolescent Development course integrates
readings on diversity into several units. The class focuses on the role of gender and
ethnicity in the socialization experiences of children and adolescents. The Professional
Issues class requires students to read and reflect on NASP publications such as Culturally
Competent Practice. The Advanced Child Psychopathology deals with diversity in every
section of the course. While students learn about various disorders and disabilities that
are experienced by children and adolescents, the course also covers topics related to
diversity in family situations (e.g., homelessness, teenage parents, sexual minority
parents…), ethnicity, and sexual orientation (e.g., the experience of gay/lesbian/bisexual
youth). Cultural issues are also addressed in other required courses such as Family
Systems (Psy 678), Cognitive-Behavioral Interventions (Psy 675), Human
Neuropsychology (Psy 548), Counseling Children (Coun 620), and Consultation and
Collaboration (Coun 645).
Practicum (Psy 686) provides classroom content that is focused on working with diverse
groups. Students are required to read about topics such as students with different types of
disabilities, working with linguistically diverse populations, and helping immigrant
teenagers. Internship offers many students an opportunity to work with more diverse
groups. Students often opt for internships in settings such as the Atlanta Public School
System or Orleans Parish in Louisiana as a means of increasing their competencies in
working with diverse populations. Practicum and Intern Evaluation Forms include
specific questions that focus on diversity issues.
Assessed: Courses assess knowledge of diversity in development and learning using
traditional examinations, written products, and case studies. Courses such as Advanced
Child Psychopathology (Psy 674), Cognitive Behavioral Interventions (Psy 675), and
Counseling Children (620) require students to examine how different contexts such as
ethnicity, sexual orientation, socioeconomic status, and disability status are relevant in
individual cases. Practicum and Intern Evaluation Forms include specific questions
related to working with diverse groups. Alumni surveys also provide information about
consultation and collaboration skills (see questions #5, 9 and 10e).
Attained: Grades for students across courses in the curriculum have demonstrated
adequate to excellent levels of performance. Since issues related to diversity are
integrated throughout the curriculum, data across classes provide the best examination of
grade performance by students in relevant classes (Psy 661, 663, 664, 697, 621, 624, 674,
673, 678, 675, and 548 and Coun 620 and 645). Practicum and Intern Evaluations have
been very impressive with regard to diversity issues. An analysis of items related to
working with diverse groups reveals no scores below 4 for both practicum students and
interns. Results of the 2005 alumni survey had a mean score of 5.00 on Item 5, a mean
score of 4.67 on Item #9 and a mean score of 4.67 on Item #10e. These ratings indicate
that students feel well-prepared for working with diverse groups.
6. School and Systems Organization, Policy Development, and Climate – school
psychologists have knowledge of general education, special education, and other
educational and related services. They understand schools and other settings as systems.
School psychologists work with individuals and groups to facilitate policies and practices
that create and maintain safe, supportive, and effective learning environments for
children and others.
Addressed: As noted in the School Psychology Program Handbook (Appendix A1, p. 3)
two important goals for students in the training program are to “have a basic background
in both psychology and education designed to provide a general theoretical and applied
orientation in order to function effectively as a psychologist in an educational setting”
and “gain an understanding of the educational system including the organization
hierarchy, channels of communication, and how to accomplish goals within the
educational system”. Knowledge (#8) and Ability (#11, 16, 18, 20, 21, and 22)
objectives reiterate the importance of these skills for students in the program.
Professional Issues (Psy 673) and Advanced Educational Psychology (Psy 621) provide
the most significant training regarding school organization, policy and climate. The
Professional Issues class requires students to shadow school psychologists in the field in
part, to help them understand the role of the psychologist in an educational context.
Information about special education is integrated into several courses (Psy 673, 674, 661,
663, 664, 624, and 548/648). Students learn how to facilitate safe and supportive
learning environments through readings in Professional Issues (Psy 673), Practicum (Psy
686), Child and Adolescent Development (Psy 624) and Cognitive Behavioral
Interventions (Psy 675). Field experiences (external practicum and internship) require
students to develop an understanding of the culture of the system they work in and to
learn relevant policies and procedures for the school system.
Assessed: Knowledge of this domain is assessed in classes through the administration of
examinations, mock case studies, and written products (see Course Syllabi).
Practicum and Intern Evaluation Forms include specific questions related to working in
the school system. The evaluation domains of professional skills and responsibilities
evaluate components of working in a school setting. Alumni surveys also provide
information on “School and Systems Organization, Policy Development, and Climate”
(see questions #5, 9 and 10f).
Attained: Grades for students across courses in the curriculum have demonstrated
adequate to excellent levels of performance. See Appendix C5 for information on grade
performance in Psy 661, 663, 664, 621, 624, 674, 673, 675, and Coun 645. Results of
practicum evaluations for the 2003-2004 and 2004-2005 academic years revealed means
scores of: (Column A) professional skills 4.77 and 4.60 respectively and (Column E)
professional responsibilities 4.56 and 4.67 respectively. Results of intern evaluations for
the 2003-2004 and 2004-2005 academic years revealed means scores of: (Column A)
professional skills 4.59 and 4.76 respectively and (Column E) professional
responsibilities 4.90 and 5 respectively. Results of the 2005 alumni survey had a mean
score of 4.33 on Item #10f.
7. Prevention, Crisis Intervention, and Mental Health – school psychologists have
knowledge of human development and psychopathology and of associated biological,
cultural, and social influences on human behavior. School psychologists provide or
contribute to prevention and intervention programs that promote the mental health and
physical well-being of students.
Addressed: The program philosophy, goals and objectives (Goal 5 and Ability
Objectives 9 and 22) identify the importance of the school psychologist in prevention,
crisis intervention and mental health. This domain is addressed in the content of several
different courses (see Course Syllabi). Students learn about human development in Child
and Adolescent Development (Psy 624) and Human Neuropsychology (Psy 548/568).
Advanced Child Psychopathology (Psy 674) focuses on psychological disorders in
children and adolescents. The course includes information about biological and
environmental (social/cultural) factors that influence the development and manifestation
of psychological disorders. The course also covers social issues (e.g., teenage pregnancy,
homelessness,…) that have the potential to significantly impact the lives of children and
adolescents. Professional Issues (Psy 673) introduces the role of the psychologist in
prevention and crisis intervention. This role is later reiterated in Cognitive Behavioral
Interventions, where students use models from the book Best practices in school crisis
prevention and intervention to address a variety of mock crisis situations. Counseling
Children (Coun 620) also provides training in dealing with crisis situations such as
suicidality in children. Practicum and internship offer many opportunities to apply
prevention, crisis intervention, and mental health knowledge. Many of the direct services
provided by interns include dealing with a crisis situation.
Assessed: Knowledge of this domain is assessed in classes through the administration of
examinations, mock case studies, and written products (see Course Syllabi). Students in
Cognitive Behavioral Interventions are required to complete ten crisis intervention
reflection papers. Practicum and Intern Evaluation Forms include a section on
intervention. Practicum and Intern hours log intervention experiences throughout field
experiences (see Intern and Practicum Log Forms). Practicum students and Interns are
required to submit documentation of counseling interventions. Many of these
interventions start with a referral for a crisis situation. (See Course Syllabi, for specific
information about practicum and internship counseling cases). Practicum and Intern
Evaluation Forms include an entire section devoted to the intervention skills of the
student. Alumni surveys also provide information regarding “Prevention, crisis
intervention, and mental health” (see question 10g). Finally, although the PRAXIS II
school psychology specialty exam is not required in the program, most students complete
the examination as part of their requirements for licensure or certification. The PRAXIS
II scores provide a global assessment of overall training across all NASP domains. These
scores are monitored to ensure that graduates of the program are able to meet state and
local standards for credentialing in the field.
Attained: Grades for students across courses listed above have been in the A to B range.
No students have made below a B in these courses during the past three years. See Grade
Summary Log information on grade performance in Psy, 624, 548/648, 674, 675, and
Coun 620. Average hours practicum students logged across during 2004-2005 for
intervention was 16.19, while interns during the same year logged on average 92.36
intervention hours. Results of practicum evaluations for the 2003-2004 and 2004-2005
academic years revealed means scores for (Column D) intervention skills of 4.47 and
4.48 respectively. Results of intern evaluations for the 2003-2004 and 2004-2005
academic years revealed means scores for (Column D) intervention skills of 4.69 and
4.82 respectively. Samples from practicum and intern portfolios also provide additional
documentation that the students are trained in consultation and collaboration. Results of
the 2005 alumni survey had a mean score of 4.67 on Item #10g. Eighty-three percent of
the PRAXIS II scores for the 2004 and 2005 graduating class were above the national
standard (F7). One hundred percent for both classes scored above the state standard on
the exam.
8. Home/School/Community Collaboration – school psychologists have knowledge of
family systems, including family strengths and influences on student development,
learning, and behavior, and methods to involve families in education and service
delivery. School psychologists work effectively with families, educators, and others in
the community to promote and provide comprehensive services to children and families.
Addressed: The program philosophy, goals and objectives (Goal 5 and Ability
Objectives 11, 14, and 16) focus on home/school/community collaboration. Although,
home school collaboration is emphasized in several courses (e.g., Psy 663, 674, 675), an
entire course is devoted to working with families (See Course Syllabi). The Family
Systems (Psy 678) course provides training in working with families. Internal practicum
placements require students to consult with families regarding academic and behavioral
issues. External practicum placements and internship have specific assignments related
to parent consultation.
Assessed: Evaluation in classes related to home/school/community collaboration involve
examinations, written products, and mock cases. Internal placements for practicum often
involve observation of student feedback sessions with parents. External practicum
placements and internship require students to log the amount of time they spend engaged
in consultative activities (see Intern and Practicum Log Forms). Practicum students are
required to submit two consultation cases for review in their portfolio. Interns are
required to submit a parent consultation case. They also submit a behavioral and an
academic intervention case (which may involve consultation with parents). See Course
Syllabi, for specific information about practicum and internship consultation cases.
Practicum and Intern Evaluation Forms include an entire section devoted to consultation
skills. Alumni surveys also provide information about consultation and collaboration
skills (see question 10h).
Attained: Grades for the Family Systems class have been exceptional during the past
three years. Over eighty-five percent of students have made an A in the course. Grades
in other courses that focus on home/school/community collaboration (e.g., Psy 663, 674,
and 675) have been average to above average. Practicum students in the 2004-2005
academic year logged an average of 34.39 hours in consultation. Interns in the 20042005 academic year logged an average of 250.71 hours in consultation (see Intern and
Practicum Log Summary). Samples from practicum and intern portfolios also provide
additional documentation that the students are trained in consultation and collaboration.
Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed mean scores of: (Column A) professional skills 4.77 and 4.60 respectively and
(Column C) consultation skills 4.39 and 4.46 respectively. Results of intern evaluations
for the 2003-2004 and 2004-2005 academic years revealed means scores of: (Column A)
professional skills 4.59 and 4.76 respectively, and (Column C) consultation skills 4.70
and 4.73 respectively. Results of the 2005 alumni survey had a mean score of 4.50 on
Item #10h.
9. Research and Program Evaluation – school psychologists have knowledge of
research, statistics, and evaluation methods. School psychologists evaluate research,
translate research into practice, and understand research design and statistics in sufficient
depth to plan and conduct investigations and program evaluations for improvement of
services.
Addressed: Program goal #2 for students to “have sufficient academic training to
interpret and apply psychological and educational research in a critical manner” and
Ability Objective #17 for students to “demonstrate application of knowledge of test
theory, psychometric principles, and statistics in decision-making such that student
assessment is appropriate and linked to intervention” focus on the application of research
methods to the practice of school psychology (see School Psychology Program
Handbook). The program includes two specific courses that focus on research and
program evaluation: Advanced Research Methods (Psy 651) and Advanced Research:
Proposal Writing (Psy 652). These sequenced courses provide a foundation for
understanding statistics, research methods, bodies of research literature, and program
evaluation (see Course Syllabi). The program also includes a thesis project, which is
detailed in the Department of Psychology Graduate Handbook. Practicum students and
interns log hours engaged in research activities during their field experience.
Assessed: Evaluation in Psy 651 and Psy 652 involves examinations and labs using
SPSS for Windows. The thesis prospectus examination occurs during the spring of the
first year. Procedures for the prospectus examination can be found in the Department of
Psychology Graduate Handbook (pp. 7-9).
Three thesis committee members
independently complete the rating forms for the prospectus meeting (see Thesis
Prospectus Evaluation Forms). The prospectus examination and the oral defense of the
thesis allow the student to demonstrate an understanding of a body of research, to explain
and interpret research results, and to discuss implications of findings for society.
Students are expected to demonstrate competence in explaining the intricacies of their
research projects and the relevance of the project for the established literature. Both oral
and written skills are evaluated as part of the prospectus examination and final defense of
the thesis project (see Thesis Prospectus Evaluation Form). Practicum and Intern hours
related to research activity are logged throughout their field experiences (see Intern and
Practicum Log Forms). Alumni surveys also provide information about consultation and
collaboration skills (see question 10i). Finally, although the PRAXIS II school
psychology specialty exam is not required in the program, most students complete the
examination as part of their requirements for licensure or certification. The PRAXIS II
scores provide a global assessment of overall training across all NASP domains. These
scores are monitored to ensure that graduates of the program are able to meet state and
local standards for credentialing in the field.
Attained: Over 92% of students obtain A or B grades in the first research methods
course (Psy 651). Historically, at least one student in a cohort will struggle with the
course. During the 2003-2004 and 2004-2005 all students were able to successfully pass
their thesis prospectus meeting (Note: two attempts for passing the prospectus are
allowed although most students pass on the first attempt). All of these same students also
were able to successfully defend their thesis project and graduated on time. Practicum
students logged an average of 20.31 hours for research, while interns logged an average
of 42.96 hours for research. Results of the 2005 alumni survey had a mean score of 4.67
on Item #10i. Eighty-three percent of the PRAXIS II scores for the 2004 and 2005
graduating class were above the national standard (F7). One hundred percent for both
classes scored above the state standard on the exam.
10. School Psychology Practice and Development – school psychologists have
knowledge of the history and foundations of their profession; of various service models
and methods; of public policy development applicable to services to children and
families; and of ethical, professional, and legal standards. School psychologists practice
in ways that are consistent with applicable standards, are involved in their profession, and
have the knowledge and skills needed to acquire career-long professional development.
Addressed: Program goals and objectives (Knowledge Objectives 4 and 8 and Ability
Objective 15) stress the importance of professional issues in school psychology (see
School Psychology Program Handbook). Although school psychology practice and
development are addressed throughout the program, the Professional Issues (Psy 673)
course provides the most comprehensive coverage of this domain. This course is
designed to teach students about the roles and functions of school psychologists, relevant
legal and ethical standards that govern the field, and about how policy is developed
within the educational system (see Course Syllabi). Students learn additional information
about such as legal and ethical issues in other courses (e.g., Psy 621, 661, 663, 664, 674,
675). Practicum and internship are designed to reinforce training in professional issues.
Knowledge and skills in these areas are monitored by supervisor evaluations.
Assessed: The professional issues class (Psy 673) includes examinations, critical issues
reports, shadowing experiences, and in-class discussions (see Course Syllabi). Students
completing their external practicum placement are required to obtain a copy of all
relevant rules and regulations for their agency during the first two weeks of class (see
syllabus, p.4). Practicum and intern evaluations include an entire section that is specific
to professional responsibilities. Alumni surveys also address training in professional
behaviors (see Items #8 and 10j).
Attained: During the past three years, students have performed exceptionally well in the
Professional Issues class. One hundred percent of the students have made As in this
class. Results of practicum evaluations for the 2003-2004 and 2004-2005 academic years
revealed means scores of: (Column A) professional skills 4.77 and 4.60 respectively and
(Column E) professional responsibilities 4.56 and 4.67 respectively. Results of intern
evaluations for the 2003-2004 and 2004-2005 academic years revealed means scores of:
(Column A) professional skills 4.59 and 4.76 respectively and (Column E) professional
responsibilities 4.90 and 5 respectively. Results of the 2005 alumni survey had a mean
score of 4.17 on Item #8 and a mean score of 4.83 on #10j. Eighty-three percent of the
PRAXIS II scores for the 2004 and 2005 graduating class were above the national
standard. One hundred percent for both classes scored above the state standard on the
exam.
11. Information Technology – school psychologists have knowledge of information
sources and technology relevant to their work. School psychologists access, evaluate,
and utilize information sources and technology in ways that safeguard or enhance the
quality of services.
Addressed: The program has one specific ability objective related to information
technology. The objective states that “the student will demonstrate the ability to apply
modern technology in the field of school psychology” (see School Psychology Program
Handbook, p. 6). Information technology skills in the program that are emphasized
include use of Microsoft Office programs (e.g., Word, Excel, Power Point), email and
internet searches, computer scoring for assessment instruments, use of WebCT for
discussion boards and assignment submissions, and statistical analysis using SPSS for
Windows. All classes that include written products require students to use a computer for
word processing. Psychological Assessment II (Psy 664) and Behavioral/Emotional
Evaluation of Children and Adolescents (Psy 697) require proficiency in computer
scoring when software is available in the department (see Course Syllabi). These skills
are also expected for the internal practicum placement. Select courses (e.g., Psy 674,
697) require students to use WebCT for email, discussion boards, and submission of
written assignments. The research methods sequence (Psy 651 and 652) require students
to purchase the most recent SPSS package for Windows that is available to students.
Students are expected to analyze statistical data related to class assignments and the
thesis project.
Assessed: Information technology is often assessed in subtle ways, such as requirements
related to word processing of all written products or requirements of Power Point
presentations. In courses that have specific information technology criteria, such as those
that use WebCT for course maintenance, dropboxes for assignments close at a specified
time. Students that are unable to use the WebCT program would be unable to succeed in
these courses. Computer scoring for assessment classes or clinic cases is closely
monitored to ensure accuracy of information for psychological reports. For the research
methods sequence, students can be assessed through examinations and lab activities
related to use of SPSS for data analysis. The thesis project also allows an opportunity to
assess students’ ability to analyze data using a computer program. Alumni surveys also
address training in professional behaviors (see Item 10k).
Attained: Grades in courses that require knowledge of information technology (Psy 651,
652, 664, 674, 697) have been acceptable. Results of the 2005 alumni survey had a mean
score of 4.33 on #10k.