Harold Abel School of Behavioral Sciences
School Psychology Internship Orientation
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Introductions
• Irene Abrego Nicolet, Ph.D., NCSP
• Director of Clinical Training for the School Psychology
Specialization- Internship
• Capella University
• Harold Abel School of Social and Behavioral Sciences
• Irene.nicolet@Capella.edu
• Phone 612-581-2015 (CST)
• Fax 612-81-2015
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Introductions
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Nicole Franklin
Senior Clinical Training Associate
Harold Abel School of Social & Behavioral Sciences
Toll Free: 1-888-CAPELLA
E-mail: SchoolPsy_Clinical_Training@capella.edu
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Learner
• Name
• Briefly identify where completing internship
• Briefly identify where completed practicum
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Supervisors
• Name
• Years in field
• Summarize past supervision experience
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Capella University Information
• Capella University Information
• General information: check www.capella.edu
• One week sample course accessed on the home page
http://www.capella.edu/online_learning/online_seminar.aspx
• Capella History and Statistics
• Incorporated 1991
• Accredited by the North Central Association for Colleges and Schools,
Higher Learning Commission since 1997
• Enrollment nearly 31,000 learners
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Five schools
34 degree programs
122 graduate and undergraduate specializations
15 certificate programs
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Background Information
School Psychology Program Approvals
• State of Arizona, Department of Education Approval
• State of Minnesota, Board of Education Approval
• National Council for the Accreditation of Teacher Education (NCATE)
• Since 2010
• National Association of School Psychologists (NASP)
Program Approval with Conditions
• Since 2009
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Overview
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Internship is a 1200 hour experience
40 hours per week in internship setting
2 hours per week of individual face-to-face supervision
600 hours of direct service
600 hours indirect service
Minimum of 2 conferences each quarter with learner and
supervisor
• 3 quarters of internship
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Site visit
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Generally occurs during Internship I or early II
Conducted by School Psychology Faculty Member
Meet with supervisor and learner on-site
30-minute observation of learner engaging in school
psychology related activity•
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Administering assessment
Conducting counseling
Running team meeting
Or similar activity
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Site visit
• Focus on NASP/NCATE standards
• Identify areas of strength
• Identify plans for growth
• Social activity
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Background Information
• School Psychology and the Professional
Education Unit
• The School Psychology Program is also a part of the Capella
University Professional Education Unit (PEU).
• Joins 13 other programs which prepare individuals to serve in
the P-12 environment as teachers, administrators, counselors,
and psychologists
• 15 PEU Outcomes, to which the School Psychology program
outcomes are aligned
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Background Information
• School Psychology and the Professional Education Unit
• The Conceptual Framework – Definition
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The Capella University PEU Conceptual Framework is the
undergirding vision, mission, and philosophy which is either
directly or indirectly aligned with institutional expectations,
program-level specialization outcomes, state licensure
standards, and the national standards of NCATE, specialized
professional associations (SPAs), and CACREP, the national
accrediting agency for school counseling programs.
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Background Information
• School Psychology and the Professional Education Unit
• The Conceptual Framework – Highlights
• Shared Assumptions About Learners
• Adult learners need meaningful, relevant, and collaborative learning
contexts
• Learners bring a wealth of experiences to the learning community
• Learners are members of many diverse communities of practice
• Shared Assumptions About the Learning Process
• Constructivist principles of learning support the development of reflective
practice
• Integration of theory and practice leads to best practices that can have an
immediate impact on learners
• Competency-based learning supports the development of reflective practice
• Reflective practice is a means for personal and professional growth.
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Background Information
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School Psychology and the Professional Education Unit
The Conceptual Framework – Highlights
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Unit Outcome Examples
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PEU Outcome 6, Diversity Competencies – The School Psychology
candidate, as part of the Capella University Professional Education
Unit:
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Has the knowledge, skills, and dispositions (i.e., competencies) to
work successfully with diverse learners, their families, and other
professionals who differ in ethnicity, race, socioeconomic status,
gender, exceptionalities, language, religion, sexual orientation, and
geographical area
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Background Information
• School Psychology and the Professional Education Unit
• The Conceptual Framework – Highlights
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Unit Outcome Examples
• PEU Outcome 14, Professional Dispositions – The School
Psychology candidate, as part of the Capella University Professional
Education Unit:
• …are expected to develop the following seven professional
attitudes, values, and beliefs that support student learning and
development, and they are expected to demonstrate these seven unitlevel professional dispositions in their interactions with students,
families, colleagues, and communities:
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Background Information
• School Psychology and the Professional Education Unit
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The Conceptual Framework – Highlights
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Unit Outcome Examples
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PEU Outcome 14, Professional Dispositions – …con’t
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1. Is committed to fairness
2. Is committed to personal and professional conduct that is both ethical and
respectful the rights of others
3. Believes that all children can learn at high levels
4. Persists in helping students from diverse populations achieve success by
applying different approaches until they achieve that success
5. Is willing to explore and use technology in the classroom
6. Recognizes when one’s own dispositions may need to be adjusted
7. Is committed to reflective practice, professional development, and lifelong learning.
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NASP/NCATE Standards
• Entire internship focuses on standards of the field
www.NASPonline.org
• Require learners to have diverse experiences
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NASP Focus
• Use data-based decision making to determine the most
appropriate assessment, intervention, and monitoring strategies
in the application of school psychological services.
• Use a variety of decision making models when collaborating
and consulting within the clinical training setting.
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NASP Focus
• Apply their knowledge of learning theory and processes in
developing services to improve the academic and cognitive
skills of those students with whom they work.
• Apply their knowledge of human development in creating and
evaluating interventions to improve the behavioral, adaptive,
and social skills of those students with whom they work.
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NASP Focus
• Gain an understanding of the system of the schools within
which they work. They develop a knowledge of the process
within which the school system creates and maintains a safe and
effective learning environment.
• Observe and participate, to the extent possible, in the use of
crisis management and mental health counseling interventions.
Clinical training supervisors determine the extent to which
learners are ready to put into practice their theoretical
understanding of effective services within these situations.
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NASP Focus
• Apply their knowledge of family systems in their work within
the school. Learners are engaged in collaboration with families
and school personnel to ensure comprehensive service delivery.
• Apply their understanding of program evaluation to the extent
possible within their setting.
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NASP Focus
• Engage in professional development activities at the site.
• Apply their knowledge of the ethics and standards that guide the
field of school psychology.
• Use technology, to the extent possible, in the implementation of
their services.
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Forms
• Many forms to gather data related to the NASP/NCATE
requirements
• Same forms as practicum
• Learner responsible for completing most forms and reviewing
them with supervisor
• Learner responsible for due dates
• Learner maintains original forms
• Learner responsible for proper organization of the forms in the
eportfolio
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EPortfolio
• Learners submit an eportfolio to the course instructor at the end
of each quarter
• Forms uploaded to the eportfolio must be scanned copies of
signed documents
• Learner maintains original signed forms for their records while
the final eportfolio is maintained through the university online
system of submission
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EPortfolio
• Course room clarifies what materials are to be put in the
eportfolio
• Supervisors’ signatures document that activities have been
completed
• Supervisors’ ratings inform us of learner’s level of skill and are
reviewed carefully by faculty and accrediting bodies as
aggregate data
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Conferences
• Learner responsible to arrange dates and times with input from
supervisors and faculty member one week prior to the due date
• Usually takes between 30 to 45 minutes with all three parties on
the line (intern, university supervisor, field supervisor)
• Supervisors and learners can request additional conferences at
any time throughout the quarter
• Supervisors and learners call and e-mail Capella staff as needed
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Course room
• Learners actively involved in course room each week
• Share information related to site and literature
• Interact with faculty member/peers
• Activities are known the first week of course so learner has time
to arrange to engage in the variety of activities required in a
timely manner
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Praxis
• Required to submit scores by Internship II
• Recommend take in Internship I
• Must pass to complete internship with a 165 or better
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CBM case
• Signed acknowledgement
• One child who is enrolled in grades 1-6
• Intervention must be designed to improve Oral Reading Fluency
and be based on literature
• Track the student for at least five weeks
• Measure impact of intervention
• Due Internship II
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Behavior case
• Behavioral concern regarding an individual student, a group of
students, a classroom, or a school
• Assessment conducted- can be FBA
• Intervention based on the literature
• Data related to case and monitoring plans
• Due Internship III
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Goals
• Work closely with learners and supervisors throughout
experience
• Prepare learner for entry-level independent practice
• Expect learner to be more independent as move through
internship
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Thanks
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We could not meet our goals without quality supervisors
We appreciate the time you put into training an intern
We know it takes dedication and commitment to be a supervisor
Additional Questions
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