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School Psychology Program

Handbook Revised: 7/2012, 7/2013, 8/2015

Marywood University

Table of Contents

I. Mission, Philosophy and Overview 3

II. Program Goals and Objectives 4

III. Admissions 5i) Admission to programii) Criteria for Admissioniii) Transfer Courses

IV. Program Curriculum 7i) Academic Advisementii) Gradingiii) Candidacyiv) Comprehensive Examv) Professional Contributionvi) Registration for Graduationvii) Practicum & Internshipviii) Program Evaluation

V. Courses 12

VI. Course Sequence 16

VII. Professional Conduct & Grievance Policies 17i) Student Retentionii) Professional Conductiii) Plagiarismiv) Grievance Policy

VII. Students with Disabilities 21

Appendix A: Internship Memorandum of Agreement

Appendix B: Internship Guidelines

Appendix C: Graduation Process

Appendix D: Corrective Action Plan

Appendix E: Criminal History Statement

Appendix F: Course Sequence

Appendix G: EdS Program & NASP Standards

Appendix H: Social Networking Conduct

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Mission, Philosophy, and Overview

The School Psychology Program at Marywood University has evolved in scope over the last 50 years and has as its firm foundation Marywood University’s tradition of service. The School Psychology Program is an interdisciplinary program that prepares ethical practitioners to be life-long learners, committed to enhancing the well-being of youth, families, and systems that serve them, in a rapidly evolving and increasingly diverse and interdependent world. The School Psychology program follows the philosophy of the scientist-practitioner model and is competency-based. Student competencies are developed through participation in classroom, practicum, and research experiences. Students are encouraged to stay abreast of the research literature regarding the practice of school psychology and are expected to integrate the findings of empirical endeavors into their coursework, practicum, and internship experiences.

The Marywood School Psychology program follows the guidelines for training as set forth by the National Association of School Psychologists. The program curriculum is consistent with educational requirements to be eligible for Pennsylvania State Certification as a school psychologist as the program has been approved by the Pennsylvania Department of Education. The program includes foundation courses in psychology and both academic and applied training in the substantive area of School Psychology. The use of empirically-supported assessments and intervention techniques is emphasized, as well as consultation, prevention, and family-school relations.

The program can be completed either full-time or part time, with required coursework during the traditional two academic semesters and the summer semesters. Approximately 5 full and 3 part time students are admitted annually at the post-bachelor’s or master’s level. Full time students are in residence for 2 years prior to internship, and part time students can expect to be in residence for 4 years prior to internship. Students are awarded a Master’s degree (M.A. in Psychology, general theoretical) upon degree requirement completion, typically after their second year (if Full Time).

Students who are admitted at the post-master’s level can expect to complete a minimum of 30 credits pending review of all prior graduate training. Specific program requirements are based upon the review of prior graduate coursework. These students however, must complete all requirements of the school psychology program.

In keeping with Marywood University tradition, the program was designed to allow for small class sizes, with class sizes typically between 10 and 16, with the exception of the core foundation courses, which are also taken by students in the terminal Master’s programs, which may reach 24 students per class. Full-time faculty teach the vast majority of courses. Fourteen departmental faculty are available to serve as student research mentors or committee members.

Program Goals and Objectives

Following are the training goals and objectives for the School Psychology program:

Goal 1: To provide students with foundational knowledge of the field of psychology in general, and school psychology in particular.

Objectives:· Students acquire knowledge in core, foundational areas of psychology, including: biological,

cognitive/affective, social, history and systems, psychological measurement, research methodology, and data analysis.

· Students will acquire knowledge in the substantive area of School psychology, including the following areas: behavior, learning, counseling, professional standards and ethics, instruction for the diverse learner, intervention, assessment, consultation, and families.

Goal 2: To teach students to view themselves as being life-long learners while also giving them the skills necessary to be critical and sophisticated consumers of research so that they may be able to independently and effectively apply future developments in the field to School Psychology practice.

Objectives:· Students participate in local, state, and national professional development activities related to the

profession.· Students analyze and synthesize literature and evidence based practices of the discipline.· Students are able to apply research-based practices to the school setting.

Goal 3: To help students become competent entry-level school psychologists in intervention, assessment, and consultation.

Objectives:· Students utilize data and evidence based practices to design and apply interventions for children’s

academic, social-emotional, and behavioral needs.· Students correctly administer, score, and interpret validated assessment instruments for their intended

purpose. · Students utilize knowledge of evidence based interventions and principles of consultation to facilitate

indirect service delivery.

Goal 4: To prepare students for the realities of School Psychology practice in contemporary society and to inspire them to be mission-driven psychologists who advocate for the needs of children and families, and advance both the organizations in which they are employed and the profession at large.

Objectives:· Students develop skills to advocate for the educational needs of children and family. · Students understand ethical principles and school psychology service delivery models.· Students appreciate differences in organizational climates while striving for effective service delivery.

Goal 5: To train students to be appreciative of both cultural and individual differences in both their attitudes and in their practice so that they may be effective School Psychologists in an increasingly diverse and interdependent world.

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Objectives:· Students develop an awareness and sensitivity to cultural and individual differences for the children and

families of whom they may serve.

Admissions

Admission to the ProgramAll applicants must provide the completed application form, official undergraduate/graduate transcripts from accredited institutions, 3 letters of recommendation (at least 2 from faculty), and a personal statement. Verbal, Quantitative, and Writing sections of the GREs are required (must have been taken within the last 5 years) and scores must be received by the application deadline (January 15). Applicants selected for interviews are typically notified by the first week in February. Interviews are generally scheduled shortly thereafter.

Criteria for AdmissionAdmission to the School Psychology program requires a bachelors degree from an accredited institution within the past 5 years and least 18 credits of course work in Psychology or in a related field (e.g., education, counseling) at the undergraduate level, including: statistics, experimental methods/research design, and abnormal/ psychopathology. A major in Psychology or Education is preferred. Verbal, Quantitative, Writing GREs scores must be at least in an average range. A minimum overall GPA of 3.0 on a 4.0 scale is expected for all previous coursework.

Students applying for post-Master’s admission must have completed their master’s degree no more than five years prior to application. Demonstrated excellence in academics and related work is expected. Two of the applicant's letters of recommendation must be from full-time graduate Psychology and/or Education faculty at the institution where the Master's degree was completed. Previous coursework (undergraduate, graduate) must include: statistics, experimental methods/research design, and abnormal/psychopathology. A master's degree in Psychology or Education is required. Verbal, Quantitative, and Writing GRE scores must be at least in an average range. A minimum overall GPA of 3.0 on a 4.0 scale is expected for all previous coursework. Preference will be given to students who completed their psychology or education Master's degree at Marywood University, to assure that all Master's level coursework and experiences are consistent with the Marywood School Psychology program.

Transfer Courses

All credits transferred must reflect at least a "B" grade, be from an accredited institution, be similar in content and demand of equivalent Marywood courses, and have been earned within the preceding 5 years. The Director of School Psychology must approve all transfer credits. The following criteria also must be met:

· The student has attained Full Acceptance Status in the program.· The student has provided a syllabus of the proposed transfer course.· The student has provided an official transcript showing an earned grade of “B” level or above in the

course(s) to be transferred. Grades lower than “B” are not transferable.· The student completed the transfer courses in the past five years prior to making this request.· The student met with his/her academic advisor who will make a recommendation of approval of transfer.· Transfer students applying at the master’s level must complete 75% of the required coursework for the

master’s degree through Marywood University.· Transfer students applying at the Ed.S. level can transfer a maximum of 9 graduate credits of the

required coursework for the Ed.S. degree through Marywood University. Transfer credits will not be applied to the following courses:

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o PSY 549a Practicumo PSY 549b Internshipo PSY 549c Internshipo PSY 551 School Psychology Law and Ethicso PSY 562 Cognitive Assessmento PSY 563 Assessment of Learningo PSY 581 Social Emotional Assessment of Children and Adolescents

Final written approval is made by the Director of School Psychology with copies of the final determination placed in the student's file and mailed to the student.

Program Curriculum

The School Psychology program is designed as post-baccalaureate training, with 75 total credits (48 at the Master's level; 27 post Master’s credits). The program has been fully approved by the Pennsylvania Department of Education, which reflects that the program’s curriculum meets the educational requirements necessary to be eligible for Pennsylvania State certification.

The School Psychology curriculum trains students to provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally. The curriculum builds from foundation courses to more specific application courses and experiences with supervised opportunities for applied practice with children, adolescents, and families. The School Psychology program emphasizes an indirect service delivery model, however, training in direct service delivery is also included.

The Marywood School Psychology program follows the guidelines for School Psychology training as set forth by the National Association of School Psychologists (NASP) and strives towards becoming a NASP approved program.

Academic Advisement

All students receive program and course advisement from the Director of School Psychology Program. Newly-admitted students must meet the Director of School Psychology in advance of the actual registration date for the term in which they plan to begin study. Note that open registration dates are intended for those students who are beginning their graduate study. Issues involving transfer of credit and individual program requirements should be determined as early as possible.

Students currently enrolled in the program must individually meet with the Program Director prior to registering for the following semester. All registration forms must be reviewed and signed by the Program Director, or, if the student is registering on-line, the Program Director must clear the student for registration (after a discussion of the student’s plans for the upcoming semester). Students are not permitted to register for classes unless the course or courses have been approved by the Program Director. Exceptions are not permitted.

According to University policy, places in class cannot be reserved for students who submit payment after a prescribed date. That date is usually just prior to the Open Registration period and is announced in written materials distributed by the Registrar’s Office.

GradingA student who obtains two “Fs” in a program, for whatever reason, will be dismissed from the University. Students who fail to maintain a 3.25 average in their coursework once they have achieved candidacy status are subject to probation for two semesters and dismissal from the degree program if 3.25 is not achieved in the third semester.

To receive credit for a course, students must meet all course requirements. The responsibility for completing assigned work and for understanding material covered in class rests fully on the student.

Student coursework is graded according to the following scale: A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, F = 0.0

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Candidacy

Students must complete candidacy at least once during their residency in the school psychology program.

Post-baccalaureate Students apply for master’s degree candidacy after completion of 12 hours of graduate work. Students who do not apply for candidacy at the first review period following completion of 12 credits are not permitted to proceed in the program.

To meet candidacy requirements, students must:-have a GPA of 3.25 or higher-adequately meet or exceed professional disposition criteria

If all academic and professional disposition criteria are met and candidacy review is successful, the student becomes a Candidate for the Master’s Degree in Psychology. Outcomes of the Candidacy Review include advancement to Candidacy Status, Probation (e.g., if the QPA is below 3.25 and there is a possibility for achieving a QPA of 3.25 with an additional semester of course work), or dismissal from the program.

In addition to the required paperwork required by the Psychology Department, students must coordinate confidential submission of at least 3 Professional Disposition Ratings (see Appendix: I) from the faculty of the following courses.

PSY 503 Research Methods 1PSY 504 Research Methods 2PSY 523 Contemporary Learning TheoriesPSY 539 (or SED 539) Classroom Behavior ManagementPSY 547a Introduction to School PsychologyPSY 561 Introduction to Psychological TestingCOUN 518 Applied PracticeS ED 511 Curriculum Adaptations for the Special Needs Learner

Certification ProgramStudents entering the program with a confirmed Master’s degree apply for certification candidacy after completion of 12 hours of graduate work. Students who do not apply for candidacy at the first review period following completion of 12 credits are not permitted to proceed in the program.

To meet candidacy requirements, students must:-have a GPA of 3.25 or higher-adequately meet or exceed professional disposition criteria

Students must coordinate confidential submission of at least 3 Professional Disposition Ratings (see Appendix: I) from the faculty of the following courses.

PSY 523 Contemporary Learning TheoriesPSY 539 (or SED 539) Classroom Behavior ManagementPSY 547a Introduction to School PsychologyPSY 561 Introduction to Psychological TestingCOUN 518 Applied PracticeS ED 511 Curriculum Adaptations for the Special Needs Learner

If all academic and professional disposition criteria are met and candidacy review is successful, the student becomes a Candidate for the Educational Specialist Degree in School Psychology. Outcomes of the Candidacy Review include advancement to Candidacy Status, Probation (e.g., if the QPA is below 3.25 and there is a possibility for achieving a QPA of 3.25 with an additional semester of course work), or dismissal from the program.

Comprehensive Examination

Students entering the program at a post-bachelor’s level are required to successfully complete two comprehensive examinations- one at the master’s degree level, and one immediately prior to the field-based internship after completion of certification coursework. Implementation of the certification level comprehensive exam is in development.

All master’s degree programs in Psychology and Counseling require successful completion of a Comprehensive Examination. The purpose of this exam is to show that the student has mastered significant components of the curriculum in an integrative manner.

The Master’s Degree Comprehensive Examination in Psychology programs takes place once students have completed the 21 core psychology credits in the following classes: PSY 503 Research Methods, PSY 504 Research Methods 2, PSY 508 Biological Basis of Behavior, PSY 514 Human Development, PSY 517 Personality, PSY 521 Social Psychology, and PSY 523 Contemporary Learning Theories. Emphasis on the exam is on student mastery of the core knowledge base in scientific psychology. The exam consists of 25 multiple choice questions from each of the seven core courses of the curriculum yielding a total of 175 items.

Passing the Comprehensive Exam is necessary to earn a Master’s Degree in Psychology, a prerequisite to obtaining an Educational Specialist Degree (Ed.S.). Grades on the Comprehensive Exam are “Pass-Fail”, with 60% being the minimal grade for passing. Students who fail the Comprehensive Exam may take the test a second time. In no case can the student take the Comprehensive Exam more than twice. In the event that a student fails the Comprehensive Exams in their first attempt, only those courses for which performance was below 60% will be tested in the second attempt. Students who are concerned about preparation for the Comprehensive Exam should speak with the Director of the School Psychology Program.

Certification level comprehensive examinations are in development. All school psychology students will complete this exam immediately prior to the field based internship experience. The exam will occur during two days and students will be allotted 2 hours per question. The exam will consist of an extended response essay question in each of the following areas: 1) Professional Service Delivery, 2) Intervention/consultation, 3) Assessment, and 4) Learning & Instruction. Responses will be scored according to a rubric and results will be on a “Pass,” “Pass with Reservation,” or “Fail” basis. Students with 3 or more “Pass with Reservation” scores or 1 “Failure” score must sit to retake the entire exam. Students with less than 3 “Pass with Reservation” scores will be provided assignments to remediate skills in the area of need. Students must successfully complete the certification level comprehensive exam in order to begin the field-based internship experience.

Transfer students in the program without a master’s degree are required to take the Master’s Degree Comprehensive Examination and the Certification Level Comprehensive Examination.

Professional Contribution

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With appropriate planning and time management, the Professional Contribution/Master’s Thesis can be completed within one academic year, to coincide with completion of all other Master’s degree requirements. Students register for Thesis Preparation in the fall semester of their second year. The purpose of this course is for the student to complete an in-depth exploration of the area of proposed thesis research.

Registration for Professional Contribution will not occur until the student has secured a faculty member to serve as project mentor. This should be done well in advance of the required registration during the spring semester preceding the start of these projects. When approaching a potential project mentor, students should have an idea of their desired research topic. Faculty with similar interests in the department should be contacted first

Registration for Graduation

It is necessary to register for graduation during the regular registration period for the semester in which all Master’s degree requirements will be completed and again when all School Psychology requirements are completed. Be sure to enroll in the correct section, as below:

DEAN 057 01 DEGREE CAND/CEHD 0 credits

Practicum and Internship

Practicum experiences accompany traditional coursework in PSY 539/SED 539 Classroom Behavior Management, PSY 549a, Practicum, PSY 585 Family School Interventions, and SED 511 Curriculum Adaptations.

Students are also provided a supervised on-campus practicum experience (PSY 549a) in the Psychological Services Center prior to beginning their field based internship (PSY 549b). During this practicum, students provide school related psychological services to referred children and their families. All services are supervised in “real time” by the Director of the School Psychology Program. Students are advised to consult the Psychological Services Center (PSC) Manual for policies related to work in the PSC.

PSY 549a is completed the semester immediately prior to the field-based internship experience. Students who do not enroll in PSY 549b the semester immediately following PSY 549a are required to retake PSY 549a during regular schedule in the upcoming academic year. Students earning a grade of C+ or lower in PSY 549a are ineligible to begin the 1200 hour field based internship the following semester and a Corrective Action Plan will be automatically developed.

The Director of the School Psychology program provides guidance in students’ selection of field based internship sites. Field based internship sites must be approved the Director of the School Psychology Program prior to mailing of the memorandum of understanding to the site. To be eligible for the internship experience, the student must have successfully completed all coursework requirements (including PC/thesis), and been awarded a Master’s degree. The 1200 hour internship is completed on a full time basis over the course of one academic year. The internship experience begins only in the fall semester. Students are not permitted to complete the internship experience at a site where they attended school, are/were employed, and/or are a relative or friend to a site stakeholder.

Criminal History Check

Practicum and internship require students to interact with children and families. Thus, all courses that have a practicum and/or internship experience require students to obtain FBI and Pennsylvania criminal and child abuse background checks. As such, a criminal record may ultimately prevent students from obtaining certification, or future employment as a school psychologist in Pennsylvania.

The Public School Code and regulations (24 P. S. 11-1109, 12-1204, 12-1205, 12-12-09, and PA Code, 49.12) prohibit issuance of a certificate to applicants who do not possess good moral character, or who are addicted to the use of intoxicating liquor or narcotic drugs. A prior criminal conviction is often the basis for questioning whether an individual has good moral character.

Candidates are advised that offenses such as, but not limited to, Underage Drinking, Driving Under the Influence, Assault, Disturbing the Peace, Retail Theft, Drug Possession and Use, Embezzlement, and Prostitution may affect certification.

Program Evaluation

Program evaluation occurs through University based student evaluations of each course, candidacy applications, course grades, performance on the Praxis 2, student exit interviews with the program Director, and alumni surveys.

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Required Courses

Psychology

PSY 503: Research Methods Statistics I (3 credits)This is the first in a two-course sequence which presents research methods and statistical applications in the behavioral sciences. Emphasis is on conceptual integration of statistical concepts as well as application and interpretation of data analyses. Development of critical analysis skills in hypothesis development, measurement tool assessment, operationalizing constructs and analysis strategies is emphasized. Primary emphasis is placed on correlational and experimental research with some coverage of quasi-experimental and descriptive methods.

PSY 504: Research Methods and Statistics II (3 credits)This is the second in a two-course sequence which presents research methods and statistical applications in the behavioral sciences. Emphasis is on conceptual integration of statistical concepts as well as application and interpretation of data analyses. Development of critical analysis skills in hypothesis development, measurement tool assessment, operationalizing constructs and analysis strategies is emphasized. Primary emphasis is placed on correlational and experimental research with some coverage of quasi-experimental and descriptive methods.

PSY 508:.Biological Bases of Behavior (3 credits)This course focuses on the structure and function of the nervous system as well as the biological basis of perception, memory, and language and psychological disorders. Special emphasis is placed on the behavioral expression of dysfunction in these areas.

PSY 514: Human development (3 credits)An examination of human development throughout the lifespan with in-depth coverage of developmental theories and research methods. A critique of empirical studies is required. Previous coursework in development psychology is suggested.

PSY 517: Personality psychology (3 credits)In depth coverage of major theories of personality with an emphasis on psychodynamic, humanistic, behavioral, cognitive, trait, and biologically-based theories. Examination of research-based based theories that deal with specific aspects of human personality, such as anxiety, aggression, and self concept is required. Critical evaluation of empirical support for theories and the applications in human services is emphasized.

PSY 521: Social psychology (3 credits)Examines social influences on thought and behavior. The course covers multicultural and cross cultural differences in social thought and behavior, interpersonal relationships and attraction, attitudes and behavior, prejudice, group dynamics, and the interaction between personality and social influences on behavior. The course considers basic theories, research findings, and applications to approve social interactions. It includes reading, reviewing, and applying findings of original source journal articles along with text readings.

PSY 523: Contemporary Learning Theories (3 credits)An in-depth evaluation of contemporary learning theories with emphasis on major issues, research findings, and application of learning principles to human functioning.

PSY 532: Child Psychopathology (3 credits)

An in-depth examination of the behavioral disturbances common to childhood and adolescence, with stress on their etiology and on the roles of the family and the school in the child’s total functioning and therapeutic programming. Stresses distinction between child and adult adaptive criteria.

PSY 539/(SED 539): Classroom Behavior Management Approaches (3 credits)Explores principles of behavior analysis and modification. Provides competency in individual and group technology, following a format that aims at facilitating development and implementation of behavior change programs in applied settings. Design of intervention programs using a variety of strategies is required by class participants.

PSY 547: Introduction to School Psychology (3 credits)This course provides an overview of the contemporary field of school psychology. An emphasis is on learning the historical, contemporary, and future influences of the development of the field of school psychology. Students become familiar with models of school psychology service delivery, professional standards and ethics, and domains of practice.

Field Work ExperiencePSY 549a: Practicum (3 credits)Supervised campus-based experience in the Psychological Services Center designed for the student to develop and apply the range of competencies of the school psychologist.

PSY549b: Internship (3 credits)Further application and refinement of the school psychologist competencies in an approved off-campus, professional setting.

PSY 551: School Psychology Law and Ethics (3 credits)This course covers legal and ethical foundations for the role of school psychologist. Emphasis will be on exposing students to federal legislation, state regulations, pertinent court cases, and ethical principles of governing bodies including the National Association of School Psychologist (NASP) and the American Psychological Association (APA).

PSY 552: School-based Consultation Methods (3 credits)This course covers the rationale, theory, and methods of various models of consultation. Students will develop competencies in consultation with teachers, parents, students/clients, and other program staff. These competencies include problem identification, problem analysis, treatment development and implementation, and evaluation of treatment outcomes. Factors that impact on the effectiveness of consultation in schools and mental health programs will also be examined..

PSY554: Master’s Thesis Proposal (0-3 credits)Development of an acceptable master’s thesis proposal. Involves mentoring experience by a faculty member and committee. Development of literature review, methodology, and hypothesis statement into an acceptable proposal for master’s thesis. Taken the semester prior to the completion of Psychology 556: Master’s Thesis

PSY 555: Professional contribution (0 credits)Involves mentoring experiences by a faculty member, leading to the completion of an approved project, demonstration, or other acceptable product of the student’s professional competence. Course meets Professional Contribution requirement.

PSY 556: Master’s Thesis (3 credits)

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Completion of acceptable thesis involving a quantitative research design. Involves mentoring experience by a faculty member and committee. Recommended for students with doctoral degree aspirations. Meets Professional Contribution requirement.

PSY 561: Introduction to Psychological Testing (3 credits)Provides background on the psychometric and measurement issues that are the basis for psychological testing (reliability, validity, structural analysis of tests, normative approaches) Various types of psychological tests (cognitive ability tests, achievement tests, personality tests, neuropsychological tests, career and interest tests, selection procedures) will be introduced. Covers multicultural, ethical, and legal issues related to psychological testing. Involves laboratory exposure to testing materials.

PSY 562: Cognitive Assessment (3 credits)Provides an overview of contemporary theories and methods of cognitive and assessment. Students will develop skills in the assessment of preschool and school age children, adolescents, and adults using a variety of instruments including the Wechsler Scales, the Stanford-Binet, and the Woodcock-Johnson Psycho-Educational Test Battery. Emphasis is placed on assessment for the purpose of intervention.

PSY 563: Assessment of Learning (3 credits)An investigation of assessment approaches used in the evaluation of learning styles and the cognitive, motor, and environmental factors influencing the learning process. Of special interest to school psychologists, counselors, and other multi-disciplinary team professionals, this class also integrates the theoretical and practical issues associated with curriculum-based assessment. Emphasis is placed on assessment for the purpose of intervention.

PSY 581: Socio-emotional Assessment of Children and Adolescents (3 credits)Utilizes a comprehensive problem-solving and ecological model of assessment for children and adolescents. Geared toward the child clinical and school mental health provider, this course focuses on the integration of psychological, behavioral, and family assessment information. Emphasis is placed on the critical link between assessment and effective intervention.

PSY 585: Family school interventions (3 credits)Exploration of the legal, ethical, and pragmatic issues associated with the family-school collaboration. Various family intervention techniques will be discussed, with the specific focus on multicultural and nontraditional families. An off-campus practicum experience is included wherein students participate in parent training.

Counseling

COUN 518: Applied Practice I (3 credits)Designed to provide the student with an initial exposure to counseling small supervisory group study of counseling problems principally through analysis of case materials taping in critiquing interviews role-playing and demonstration of strategies by faculty

COUN 532: Multicultural Issues in Counseling (3 credits)This course explores the issues of mental health service delivery to culturally distinct clients. This course will focus on ethnicity, gender and other salient personal characteristics and the effects of these elements on the counseling process and outcome.  Skill development will include a more flexible frame of reference for relating to and dealing with diverse clients and their cultural traditions values and styles.

Education

EDUC 561: Methods, Materials, and Assessment in Teaching English as a Second Language (3 credits)This course will provide an in-depth look at practical application of instructional strategies, materials, tasks, and assessment techniques that effective teachers use to promote language and literacy development in second language. Focus will be on methodologies of teaching, reading, writing, listening, speaking, grammar, and culture in the K-12 ESL classroom.

Special Education

SED 507: Characteristics and Remedial Strategies for the Mildly Impaired (3 credits)Detailed examination of etiology, characteristics, and intervention for those who need learning, emotional, and physical support in the classroom. Emphasis on the interrelatedness of the disabilities imposed on the processes of motivation, learning, and social adaptation.

SED 511: Curriculum Adaptations for the Special Needs Learner (3 credits)A course dealing with critical analysis of performance characteristics of the mildly impaired learner and with the development of remedial procedures, teaching strategies, and inclusive practices for amelioration of learning deficits.

SED 539/(PSY 539): Classroom Behavior Management Approaches (3 credits)Explores principles of behavior analysis and modification. Provides competency in individual and group technology, following a format that aims at facilitating development and implementation of behavior change programs in applied settings. Design of intervention programs using a variety of strategies is required by class participants.

Year 1 Masters (Core Courses)Fall SpringPSY 508 Bio Basis in Behavior PSY 504 Research Methods 2 PSY 521 Social Psychology PSY 523 Contemporary Learning Theories PSY 561 Intro to Psych Testing COUN 518 Applied PracticePSY 503 Research Methods 1 PSY 517 Personality Psychology

Summer SummerPSY 514 Human Development COUN 532 Multi-cultural IssuesPSY 532 Child Psychopathology SED 511 Curriculum AdaptationsSED 507 Remedial Strategies PSY 555 Professional ContributionPSY 555 Professional Contribution -OR--OR- PSY 556 Master’s ThesisPSY 556 Master’s Thesis

Years 2 Masters (Core Courses and Ed.S.)

Fall Spring PSY 539 Behavior Management PSY 551 School Law & Ethics-OR- PSY 581 Socio-emotional Assessment

School Psychology Course Sequence

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SED 539 Behavior Management PSY 549a PracticumPSY 547 Intro to School PsychPSY 563 Assessment of LearningPSY 562 Cognitive Assessment

SummerPSY 585 Family School InterventionPSY 552 School Based ConsultationEDU 561 Methods ESL

Year 3 Ed.S. Certification

Fall SpringPSY 549b Internship PSY 549b Internship

**Internship = 1200 clock hours/field based**Praxis 2 exam for PA State CertificationNote: Program requirements and curricula are subject to change, pending Pennsylvania Department of Education Regulations and NASP Training Standards.

Professional Conduct and Grievance Policies

Student Retention Policy

Supervision of student professional development is a critical. Completion of the School Psychology program equips students to become school psychologists and the faculty, therefore, have particular concern about the ability of students to function at a satisfactory professional level. Evaluation of students in the program will include: (a) academic abilities as demonstrated in course work, comprehensive exams, and research; (b) development of a high level of awareness of ethical issues and a consistent demonstration that student behavior is guided by a concern for these issues; (c) personal qualities that are necessary in order to function as a professional (e.g., interviewing skills, openness to feedback, ability to critically evaluate one’s strengths and limits as a professional, ability to relate effectively with clients and colleagues in a professional manner, awareness and respect for diversity issues in work with clients). These personal qualities are most directly observed in practicum and internship courses, but also may be involved in other courses. Students deemed deficient in any of the aforementioned areas may be subject to a Corrective Action Plan or, in the case of serious breaches in conduct, dismissal from the program. A Corrective Action Plan is automatically developed for students who earn a C+ or lower in the following classes:

PSY 547 Introduction to School PsychologyPSY 551 School Psychology Law and EthicsPSY 562 Cognitive Assessment PSY 563 Assessment of LearningPSY 581 Social Emotional Assessment

A Corrective Action Plan (CAP) is a means by which the School Psychology program can help insure that students are maintaining appropriate development of their professional abilities and that student behavior reflects the requisite high standards of professionalism required for degree completion in the school psychology program. The nature and purpose of the CAP in general is consistent with corrective action plans of the Department of Psychology and Counseling stated in the Graduate Catalog.

As indicated in the graduate catalog, a CAP is initiated when informal problem resolution efforts have been attempted and have not been successful. The CAP involves placing the student on remedial status to provide an opportunity to correct the deficiencies identified in the CAP.

Three outcomes are possible at the end of the remedial period: (1) the student's remedial status is continued for a defined period of time with a revised CAP; (2) the student is returned to regular status if the CAP is successfully completed; or, (3) it is recommended to the Dean of the Reap College of Education and Human Development that the student be dismissed from the school psychology program. Determination of the outcome of the CAP is made by the School Psychology Program Director in consultation with the Chair of the Department of Psychology and Counseling.

Professional Conduct

The School Psychology program requires students to conduct themselves as professionals-in-training. As such, students are expected to behave in a manner that displays the highest regard for human dignity. Students are also expected to demonstrate personal qualities that are required for psychologists (e.g., ability to listen empathetically and accurately, ability to engage effectively with a wide diversity of clients in evaluation and/consultation settings, ability to work in an effective manner with other research, medical, legal,

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educational, and mental health professionals, willingness to seek-out supervision and follow directions). This professional behavior is expected both in the classroom and other relevant professional settings (e.g., when conducting research and practicum and internship). Evaluation of professional conduct includes observations from faculty and formal written evaluations by practicum and internship supervisors. Any student found lacking in professional conduct may be placed on a Corrective Action Plan. Failure to meet the goals in the Corrective Action Plan will result in recommendation to the Dean for the student to be dismissed from the program.

Students are required to adhere to the ethical code of the National Association of School Psychologists and the American Psychological Association (APA). Copies of the ethical code are available for no charge on-line at: http://www.nasponline.org and http://www.apa.org.

Students may appeal any Department decisions following the grievance procedures of the Graduate School. Information about appeals procedures for the College of Education and Human Development is available from the Dean’s Office.

Plagiarism Policy

The following is the University’s statement on plagiarism:

Plagiarism is defined as the offering as one’s own work the words, ideas, existing imagery, or arguments of another person. Using the work of others requires appropriate attribution by quotation, reference, or footnote. Use of information without attribution from any source, including The Internet, is considered plagiarism.

The College of Education and Human Development specifically states “coursework completed through plagiarism will be graded as an automatic ‘F.’” Further, plagiarism constitutes both an academic violation and code of conduct violation. School Psychology students who complete work through plagiarism receive a failing grade for that assignment and are placed on permanent probationary status. The occurrence of a second incident of plagiarism will result in automatic recommendation to the Dean for dismissal of the student from the program.

Students are expected to have a thorough understanding of what constitutes plagiarism, whether it be verbatim copying of information or improper paraphrasing. Several links to Internet sites that describe plagiarism issues can be found through the University Library website. These sites offer strategies to avoid plagiarism, as well as examples of proper and improper paraphrasing. Assistance through the Writing Excellence Center at the University also is recommended. Although there may be instances where plagiarism occurs innocently, ignorance is no excuse. The penalties discussed above are applied regardless of student intent; it is the professional responsibility of the student to be aware of issues related to plagiarism and to insure that she/he does not engage in plagiarism.

Grievance Procedure

Before deciding to initiate a formal academic grievance, students must:· approach the instructor, Director of School Psychology, or Department Chairperson directly

involved with the alleged problem to determine if you can resolve the matter informally;· read the following procedures to be sure you understand the formal academic grievance

procedure;

· seek advice from appropriate parties to ensure that your grievance is not more properly addressed by the University’s Civil Rights Policy, or Grade Appeal Policy.

If you decide to file a formal academic grievance, procedures are to be followed as listed below. However, you may ask that the appeal be discontinued at any step in the process.

Phase One – Initial Filing1. Your formal academic grievance must be filed on Form A Student Information within 30

working days from the date when the alleged incident occurred or problem began. Failure to act within this time period will rule out any future consideration of the matter. A copy of the form must be filed with the supervisor of the person you are grieving.

2. The supervisor will immediately acknowledge receipt of the grievance in writing and provide you with a copy of this acknowledgement. After consultation with appropriate parties, you will receive, within 20 working days of the receipt of the grievance, written decision from the supervisor. This decision will attempt to resolve the issue to your satisfaction.

Phase Two – The University Academic Grievance CommitteeIf you feel that the grievance has not been resolved to your satisfaction, you may request a formal review by the Academic Grievance Committee. Before doing so you should carefully read the following steps:

1. You must submit, within 10 working days after receiving the written decision of the supervisor a request to appear before the Student Grievance Committee. You must state the nature of the grievance and the reason(s) why the supervisor’s response was unsatisfactory.

2. The Dean or appropriate Institutional Officer will now convene a Student Academic Grievance Committee. It will include:

• Four Students, one from each College, appointed by the Dean of the College• Four faculty members, one from each college, appointed by the Dean of the College. The

Academic Dean convening the Committee will appoint one professional staff representative who deals with student affairs issues.

The Dean or appropriate Institutional Officer will serve in an ex officio capacity without a vote and has the responsibility for seeing that the grievance process proceeds as outlined in this guide. The Dean is to provide assistance to the University, to you, the student grievant, the employee, the supervisor or the student grieved against and to the Student Grievance Committee. The Dean or a designee will be present at all hearings held by the Student Grievance Committee.

Committee Procedures1. The chairperson of the Committee shall be elected by the members of the Student Academic Grievance

Committee.2. A quorum shall consist of two student members, two College representatives, plus the professional staff

representative.3. The Academic Dean convening the Student Academic Grievance Committee will determine which if

any, faculty and students have a vested interest in a particular hearing and declare them ineligible.4. The Chair of the Committee, elected by members of the committee, will secure from you all pertinent

information. Likewise, expect the Chair of the Committee to secure also from the employee against whom the grievance was filed a response to the grievance and additional pertinent information.

5. The Dean or appropriate Institutional Officer shall convene the committee to provide (as appropriate) a hearing for you. The hearing and related processes should be completed within sixty days of the filing of the formal request for a hearing. The Committee will schedule separate inquiries with you, the

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employee and the supervisor. Everyone must provide the pertinent facts which the Committee needs to determine the merits of the complaint. The committee may conduct any additional hearings it considers necessary to render a fair decision. You may request and be granted an opportunity to appear before the Committee in the presence of the other party.

6. The committee shall decide by majority vote the solution of the grievance. Upon deliberation of the information presented, the committee will either:

• uphold the original action;• dismiss/censure the action; • grant your request for solution;• determine a mutually acceptable compromise between you and the person you are grieving.

7. You will receive from the Dean or appropriate Institutional Officer a copy of the committee’s final recommendation. This final recommendation will also be sent to the Vice President for Academic Affairs or appropriate Institutional Officer.

8. The final decision on the matter rests with the Vice President for Academic Affairs or President, as appropriate to the grievance.

Rights of the Parties Involved in a GrievanceWhen a grievance hearing is scheduled, the parties involved are entitled to:1. A written notice of the complaint.2. A written notice of the time and place of the hearing. 3. Review of all submitted evidence, documents or exhibits that each party may present at the hearing.4. Access to the names of the witnesses who may testify.5. Appear in person and present information on his/her behalf, call witnesses and ask questions of any

person present at the hearing.• If either you or the party involved fails to appear before a scheduled committee hearing, you

have three (3) working days to submit acceptable evidence for your absence. If not submitted, a decision will be made on the available evidence.

• Appeals on alleged violations of the process described herein may be made to the next supervisory level.

Students with Disabilities

Accommodations for students with documented disabilitiesMarywood University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 as amended by the ADA Amendments Act of 2008. Students with disabilities who need special accommodations must submit documentation of the disability to the Office of Disability Services, Liberal Arts Center 223B, in order for reasonable accommodations to be granted. The Office of Disability Services will partner with students to determine the appropriate accommodations and, in cooperation with the instructor, will work to ensure that all students have a fair opportunity to perform in this class. Students are encouraged to notify instructors and the Office of Disability Services as soon as they determine accommodations are necessary; however, documentation will be reviewed at any point in the semester upon receipt. Specific details of the disability will remain confidential between the student and the Office of Disability Services unless the student chooses to disclose or there is legitimate academic need for disclosure on a case-by-case basis.  For assistance, please contact Diane Webber, Associate Director of Disability Services, at 570.348.6211 x2335 or dtwebber@marywood.edu.

Marywood University (the “University”) declares and reaffirms a policy of equal educational and employment opportunity and non-discrimination in its educational programs and all other activities that it operates both on and off University property. To view Marywood’s Anti-Discrimination Policy including contact information for questions or claims, go to: http://www. Marywood.edu/studenthandbook/policies-and-procedures/ and click on “Anti-Discrimination Policy”.

Marywood University, in accordance with applicable provisions of federal law, does not discriminate on the grounds of race, color, national origin, sex, age, or disability in the administration of any of its educational porbgrams or activities, including admission ro with respect to employment.

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Appendix A: Memorandum of Understanding between University and Internship Site

MEMORANDUM OF AGREEMENT

This agreement is made this (Date), between (School District Name) (hereinafter referred to as the DISTRICT) and Marywood University, Scranton, PA, a not-for-profit institution incorporated under the laws of the Commonwealth of Pennsylvania (hereinafter referred to as the UNIVERSITY).

The purpose of this agreement is to provide the school psychology intern, (Student Name), with a hands-on experience in the school system as an aid in his/her professional training. The intern is expected to experience the range of duties of the school psychologist and include but are not limited too: observation, assessment, consultation (with teachers, staff, parents), team meetings, report writing, follow-up activities, and ongoing participation in continuing professional development activities. The District will designate a certified school psychologist that will provide ongoing supervision of the intern. The designated school psychologist will plan an orientation of the intern to the school setting and acquaint him/her with the District’s philosophy. The supervising psychologist will also maintain administrative and professional supervision of the intern insofar as his/her presence affects the operation of the agency and/or the direct or indirect care of students. The supervising psychologist will provide an average of at least two (2) hours of supervision per full time week. He/she will provide feedback about the intern’s progress and will report to the University at the end of the internship about the total performance of the intern.

The University will provide a supervisor of Field Experience, who will be available to assist the school staff in understanding the goals of the Program, the expectations for the intern, and in planning work assignments when appropriate. The supervisor will have access to visit the school in order to observe the school psychology intern. Onsite visits by the supervisor should be arranged through the office of the Director of Pupil Services.

The student intern is at all times responsible for adhering to the administrative policies, rules, standards, schedules and practices of the District in which she is interning.

The internship is to be completed on a full time basis over one school year. The intern will work a full-time work week and obtain at least 1200 hours of experience between (Start Date) and (End Date).

It is mutually agreed that neither party shall discriminate on the basis of race, color, national or ethnic origin, age, sex or creed.

Either party upon thirty (30) days notice may terminate this agreement. The notice should be sent to the mailing address on file for each party.

Marywood University covenants and agrees to indemnify and hold harmless the (School District Name), its officers, agents and employees from and against any and all expense that may arise by reason of liability for any damage of any kind or nature and any other claim for damages arising at law or equity causes or sustained by or because of any omission of duty, negligence, or wrongful acts on the part of Marywood University, its employees, agents and students, in connection with this agreement.

The University will provide the District with a Certificate of Insurance naming (Student Name) as an additional insured prior to the start date of the internship.

Marywood University (School District Name)

______________________ _______________Francis J. DeMatteo, Ed.D., NCSP Superintendent Director, School Psychology Program

________________________ _______________________________Sr. Anne Munley, IHM, Ph.D. Certified School PsychologistPresident, Marywood University Field Supervisor

________________________School Psychology Intern

Rev. 4/12

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Appendix B: School Psychology Internship GuidelinesMarywood University

School Psychology Internship GuidelinesAdapted from School Psychology Internship Policy (1999)

Revised 4/2012

Overview

A school psychology internship is 1200 hours and occurs during one full school year. The internship is the final step before the student becomes certified, thus the intern has already earned a Master's degree in psychology or related field and has earned an additional 20+ graduate credits.

Interns are required to be supervised by a certified school psychologist. The supervisor must have at least 3 years of experience and it cannot be his/her first year in his/her current job. Interns are required to receive a minimum of 2 hours individual supervision per week and return to campus for internship meetings multiple times throughout the school year. The internship experience needs to have breadth in responsibilities and exposure. Students need to gain experience working with K-12 regular and special education populations, families, teachers, and related service providers. Assessment is part of the internship; however, it cannot be the only internship experience. Students need to also be involved in consultation, intervention planning/delivery, behavior management, counseling, and instructional support.

Responsibilities of the Internship Placement Agency (School District)

1. The internship placement agency (e.g., the school) provides appropriate support for the internship experience including:

- The internship placement agency will be committed to the internship as basically a training experience hence, the appointment of interns as a means of acquiring less expensive services is inappropriate

- Adequate time for the intern to complete assignments during regular work hours, recognizing the relationship between the intern’s efficiency and level of professional development

- A schedule of appointment consistent with that of agency school psychologists (e.g., attendance at in-services and conferences)

- Provision for participation in continuing professional development activities (e.g., scheduling flexibility to allow attendance at conferences)

- Expense reimbursement consistent with policies pertaining to agency school psychologists (e.g., travel expenses incurred while performing services for the district)

- Appropriate work environment including adequate supplies, materials, secretarial services, and office space (consistent with agency school psychologists)

- Release time for internship supervisors

2. The school setting provides for the availability of:

- Children of all school ages

- Pupil personnel services which function within a team framework

- Full range of services for children with various disabilities

- Regular and special education services at the pre-school, elementary, secondary levels (if all levels are not available within the school district, special arrangements must be made to allow the intern these types of experiences).

3. Interns will have opportunities to engage in the following activities while on internship:

- Classroom observation- Assessment for intervention- Intervention development, implementation, and monitoring- Consultation with teachers, staff members, and parents- Attendance and involvement in educational team meetings (pre-referral, child study, IST,

MDT, IEP, SAP)- Report writing- In-service programs- Professional development (in-service, individual study)

4. School-based supervisors will be responsible for:

- Meeting with the intern 2 hours per week to provide supervision

- Completion of internship evaluation forms at the end of each semester during which the internship occurs

- Orientation of the intern to the school setting and acquaint the intern with school policy and operations.

5. The university will provide a supervisor of field experience, who will be available to assist the school staff in understanding the goals of the program.

Responsibilities of the Intern

1. It is understood, that the intern will be assigned to the same schedule and calendar time as any other school psychology staff employed by the school district and like these regularly employed psychological services personnel, will demonstrate a commitment to the provision of psychological services. Such services may not necessarily be reflected in hourly schedules.

2. Continued professional development is recognized as a significant aspect of the internship. It is anticipated that the intern will participate in appropriate university, regional, and statewide meetings for school psychologists.

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3. The student intern is at all times responsible for adhering to the administrative policies, rules, standards, schedules, and practices of the internship placement agency.

4. The student intern is responsible for formally notifying the internship site supervisor and university supervisor the anticipated day of internship completion (1200 hours) at least 30 days in advance.

5. The student intern may or may not choose to continue working at the internship site for the remainder of the academic year following completion of the 1200 hour requirement. Any arrangement as such is outside the Memorandum of Understanding between the university and internship site and occurs solely between the student intern and internship site. Discussions between the intern and field based supervisor about this topic are encouraged to occur earlier, rather than later during the internship experience.

Memorandum of Understanding

A written plan for the internship will be prepared and agreed upon by representatives of the internship placement agency, the field supervisor, the university based supervisor, and the intern, prior to placement. This plan will identify internship objectives, describe appropriate experiences for the achievement of objectives, and outline an evaluation plan for determining the achievement of each objective. The plan also delineates the responsibilities for both the university and the local supervisory personnel.

Evaluation of Internship Experience

The following components of the internship will be evaluated:

- Variety and quality of experiences provided by LEA- Quality of local supervision- Quality of university supervision- Competencies of intern- Suitability of the setting for future internships- Suitability of intern’s preparation for internship

Evaluation is the combined responsibility of all parties involved. Supervisors will review evaluations with the intern.

Internship Experience: Suggested TimelineOverviewStudents typically look forward to beginning their field based internship experience, as it provides them with an opportunity to apply their skills and be someone other than a “traditional student.” Although interns have varying levels of confidence, work habits, and mannerisms, they are usually eager to please and afraid to disappoint. Students begin the internship experience having basic proficiency in:1) comprehensive standardized assessment procedures-administration, scoring, interpretation, and write-up. (Woodcock Johnson Battery, Wechsler Battery, SB-V, Differential Ability Scales, KTEA, Bracken Basic Concept Scale, Battelle Developmental Inventory, Developmental Test of Visual Motor Integration, ASEBA, BASC, ABAS, Self Directed Search).2) survey-level assessment procedures-administration, scoring, interpretation, write-up (AIMSWEB- Test of Early Literacy, Test of Early Numeracy, Reading, Spelling, Math, Writing). 3) development, implementation, and monitoring of Positive Behavior Support Plans and Functional Behavioral Assessments.4) federal and state regulations (IDEA, Chapters 14, 15, and 16 of the Pennsylvania State Standards, FERPA, McKinney-Vento Act, Alternative Education for Disruptive Youth Guidelines).5) instructional consultation and intervention

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Release of ResponsibilityThe following timeline is suggested to assist in internship transition. The list of “intern activities” is representative, not exhaustive, of typical responsibilities.Month Intern Activities1 -shadow supervisor during assessment, meetings, consultation,

-develop familiarity with district policies, stakeholders, administration, staff, traditions-observe regular and special education classrooms

2 -regular participation in IST, Child Study, pre-referral, problem solving meetings-attend IEP meetings-attend parent meetings with supervisor-participation in grade level data analysis meetings-FBA data gathering and development-begin evaluation, consultation, intervention development with supervisor present-observe regular and special education classrooms

3-4 -IST, Child Study, Pre-referral meeting involvement without supervisor present-direct service to at-risk students (academic/behavioral)-begin evaluation, consultation, intervention development without supervisor regularly present-deliver evaluation results to parents during meeting with supervisor present -involvement in behavior management cases and crisis prevention/intervention

5-7 -evaluation, consultation, intervention development with supervisor availability-parent meetings and feedback without supervisor regularly present-involvement in behavior management cases and crisis prevention/intervention-direct service to academically at-risk students

8-9 -independent evaluation, consultation, intervention development -independent parent meetings and feedback without supervisor regularly present-involvement in behavior management cases and crisis prevention/intervention-direct service to academically at-risk students

______________________________ ______________________________Student Intern Date Internship Supervisor Date

Appendix C: Graduation ProcessSchool Psychology Program: Graduation Process (8/2015)

Coursework

Candidacy Application

Comprehensive Exam/Psy Dept

Completion of PC/Thesis

Register for DEAN 057

Complete Graduation Paperwork with Dean’s Office-regardless if

“you walk”

MA Degree

Coursework

Praxis 2

School Psychology Comprehensive Exam (TBA)

Field Based Internship

Register for DEAN 057

Complete Graduation Paperwork with Dean’s Office-regardless if

“you walk”

Ed.S. Degree

May Graduation: Contact VPAA Office for “Permission to Walk”

Note:1) You cannot earn an Ed.S .degree without first earning a MA2) You will only be awarded one degree at a time3) DEAN 057 alerts the University about your intent to graduate

Certification Candidacy; Post-master’s students only

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Appendix D: Corrective Action PlanCORRECTIVE ACTION PLANSchool Psychology Program

Marywood University

Student Name: Date of Corrective Action Plan: Date of Evaluation of Outcome of Corrective Action Plan:

Overview of a Corrective Action Plan: A Corrective Action Plan (CAP) is a means by which the School Psychology program can help insure that students are maintaining appropriate development of their professional abilities and that student behavior reflects the requisite high standards of professionalism required for degree completion in the school psychology program. The nature and purpose of the CAP in general is consistent with corrective action plans of the Department of Psychology and Counseling stated in the Graduate Catalog.

As indicated in the graduate catalog, a CAP is initiated when informal problem resolution efforts have been attempted and have not been successful. The CAP involves placing the student on remedial status to provide an opportunity to correct the deficiencies identified in the CAP.

Three outcomes are possible at the end of the remedial period:

1. the student's remedial status is continued for a defined period of time with a revised CAP;

2. the student is returned to regular status if the CAP is successfully completed; or,

3. it is recommended to the Dean of the Reap College of Education and Human Development that the student be dismissed from the school psychology program.

Determination of the outcome of the CAP is made by the School Psychology Program Director in consultation with the Chair of the Department of Psychology and Counseling.

Rationale for Corrective Action Plan:

Corrective Action Plan Criteria:

By ___________________ , __________________will need to successfully address each of the following problem areas:

Achievement of this criterion will be determined at the end of the remedial period by the faculty internship supervisor.

Achievement of this criterion will be determined at the end of the remedial period by the faculty internship supervisor.

Achievement of this criterion will be determined at the end of the remedial period by the faculty internship and site supervisor.

Achievement of this criterion will be determined at the end of the remedial period based on feedback from faculty internship and site supervisor.

_____________________________________________________________________________________

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I have read the above and understand the _______identified expectations, and I am aware of the three administrative actions possible following the evaluation of the outcome of this Corrective Action Plan.

Student: Date

As reviewed by

Francis J. DeMatteo, Ed.D., NCSP DateDirector, School Psychology ProgramMarywood University

Copy: StudentBradley Janey, Ph.D., Chair, Department of Psychology and CounselingTerri Peters, Ph.D., Dean, Reap College of Education and Human DevelopmentStudent File

Appendix E: Criminal History StatementMARYWOOD UNIVERSITY

SCHOOL PSYCHOLOGY PROGRAM

A CRIMINAL RECORD MAY PROHIBIT CERTIFICATIONThe Public School Code and regulations (24 P. S. 11-1109, 12-1204, 12-1205, 12-12-09, and PA Code, 49.12) prohibit issuance of a certificate to applicants who do not possess good moral character, or who are addicted to the use of intoxicating liquor or narcotic drugs. A prior criminal conviction is often the basis for questioning whether an individual has good moral character.

Candidates are advised that offenses such as, but not limited to, Underage Drinking, Driving Under the Influence, Assault, Disturbing the Peace, Retail Theft, Drug Possession and Use, Embezzlement, and Prostitution may affect certification.

IT IS POSSIBLE THAT THESE OFFENSES MAY PREVENT CERTIFICATION OR, LATER ON, EMPLOYMENT AS A SCHOOL PSYCHOLOGIST IN PENNSYLVANIA.

I have read the above statement and understand that a criminal conviction may prevent certification or employment as a school psychologist in Pennsylvania.

_______________________________________________ _____________________Signature Date

I have received the School Psychology Program Handbook and understand that I am responsible for following the policies and procedures contained within.

______________________________________________ _____________________Signature Date

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Appendix F

Course Sequence: Masters in General Psychology to Ed.S. in School Psychology-12 (7/12)

Year 1 Masters (Core Courses) Fall Grade Spring GradePSY 508 Bio Basis in Behavior(M) ______ PSY 504 Research Methods (M)______PSY 521 Social Psychology (T) ______ PSY 523 Learning (T)______PSY 561 Intro to Psych Testing (W) ______ COUN 518 Applied Practice (W)______PSY 503 Research Methods 1 (Th) ______ PSY 517 Personality (Th)______

Summer Grade Summer Grade PSY 514 Human Development ______ COUN 532 Multi-cultural Issues ______PSY 532 Child Psychopathology ______ SED 511 Curriculum Adaptations ______SED 507 Remedial Strategies ______ PSY 555 Professional Contribution ______PSY 555 Professional Contribution ______ OROR PSY 556 Master’s Thesis ______PSY 556 Master’s Thesis ______

**Application for Master’s Degree candidacy after 12 credits**Clearances: PSY 539, SED 507, SED 511, SED 539, PSY 563, PSY 585, PSY 549a**Master’s Program Comprehensive Exams after core course completion**Master’s degree eligibility = completion of 48 credits

Year 2 Masters (Core Courses & EdS) Fall Grade Spring GradePSY 539 Behavior Management (M) PSY 551 School Law & Ethics (M) ______or PSY 581 Soc-emot Assess (T) ______SED 539 Behavior Management (M) ______ PSY 549a Practicum (W) ______PSY 547 Intro to School Psych (T) ______ SED 507 Remedial Strategies (Th) ______PSY 563 Assessment of Learning (W) ______PSY 562 Cognitive Assessment (Th) ______

Summer GradePSY 585 Family School Intervention ______PSY 552 School Based Consultation ______EDU 561 Methods ESL ______ **EdS Certification Comprehensive Exams at conclusion of year 2 prior to internship.

Year 3 EdS CertificationFall Grade Spring GradePSY 549b Internship ______ PSY 549b Internship ______

**Internship = 1200 clock hours/field based**Praxis 2 exam for PA State Certification

Note: Program requirements and curricula are subject to change, pending Pennsylvania Department of Education Regulations and NASP Training Standards.

Appendix GMarywood EdS Domains

Human Behavior and Development

Nature and Psychology of Exceptionality

Assessment Principles and Techniques

Intervention Principles and Techniques

School Psychology Professional Practice

Curriculum and Organization in Education

Research and Statistics

Marywood EdS Goals

1 1, 3, 4, 5 1, 2, 3, 5 1, 2, 3, 4, 5

1, 2, 3, 4, 5 1, 2, 4, 5 1, 2

Coursework (Masters & EdS)

PSY 508 Bio BasisPSY 514 H. DPSY 517 Pers.PSY 521 SocialPSY 523 Learning

PSY 532 Ch/PsycSED 507 Rem/StrSED 511 Curr Ad

PSY 561 Psy TestPSY 562 CogAssPSY 563 Ass/LearPSY 581 SEA/Chd

COUN 518 AP 1COUN 532 MC ISPSY 585 Fam/INTPSY 552 SP CnstSED 539 B.Mang

PSY 547 Intro SPPSY 551 SP LawPSY 549a PtcmPSY 549b IntPSY 549c Int

PSY 547 Intro SPPSY 551 SP LawEDUC 561 ELL

PSY 503 RES 1PSY 504 RES 2PSY 555 PC

NASP Training Domain Standards

2.3, 2.4, 2.8 2.3, 2.4, 2.8 2.1, 2.3,2.4 2.2, 2.3, 2.4,2.5 2.7

2.1, 2.2, 2.5, 2.6, 2.8, 2.10

2.3, 2.5, 2.10

2.9,

Marywood School Psychology Certification and NASP Standards as of 8/2015

NASP Standards:2.1 Data based decision making and accountability2.2 Consultation and collaboration2.3 Intervention and instructional support to develop academic skills2.4 Intervention and mental health services to develop social and life skills2.5 School wide practices to promote learning2.6 Preventative and responsive services2.7 Family school collaboration2.8 Development and learning2.9 Research and program evaluation2.10 Legal, ethical, and professional standards

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Goal 1: To provide students with foundational knowledge of the field of psychology in general, and school psychology in particular.Objectives:-Students acquire knowledge in core, foundational areas of psychology, including: biological, cognitive/affective, social, history and systems, psychological measurement, research methodology, and data analysis.

-Students will acquire knowledge in the substantive area of School psychology, including the following areas: behavior, learning, professional standards and ethics, instruction for the diverse learner, intervention, assessment, consultation, and families.

Goal 2: To teach students to view themselves as being life-long learners while also giving them the skills necessary to be critical and sophisticated consumers of research so that they may be able to independently and effectively apply future developments in the field to School Psychology practice.Objectives:-Students participate in local, state, and national professional development activities related to the profession.

-Students analyze and synthesize literature and evidence based practices of the discipline.

-Students are able to apply research-based practices to the school setting.

Goal 3: To help students become competent entry-level school psychologists in intervention, assessment, and consultation.Objectives:-Students utilize data and evidence based practices to design and apply interventions for children’s academic, social emotional, and behavioral needs.-Students correctly administer, score, and interpret validated assessment instruments for their intended purpose.

-Students utilize knowledge of evidence based interventions and principles of consultation to facilitate indirect service delivery.

Goal 4: To prepare students for the realities of School Psychology practice in contemporary society and to inspire them to be mission-driven psychologists who advocate for the needs of children and families, and advance both the organizations in which they are employed and the profession at large.Objectives:-Students develop skills to advocate for the educational needs of children and family. -Students understand ethical principles and school psychology service delivery models.-Students appreciate differences in organizational climates while striving for effective service delivery.

Goal 5: To train students to be appreciative of both cultural and individual differences in both their attitudes and in their practice so that they may be effective School Psychologists in an increasingly diverse and interdependent world.Objectives:-Students develop an awareness and sensitivity to cultural and individual differences for the children and families of whom they may serve.

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Appendix HSocial Networking Conduct

School psychology students are considered professionals in training. As such, they are expected to act in accordance with ethical and professional standards. Some of these standards extend beyond one’s professional roles, including conduct in public settings and forums. Given the pervasive use of social media, it is important to be sensitive to these standards when engaged in online behavior.

Posting on a social networking site (e.g., Facebook), a professional networking site (e.g., LinkedIn), a publicly viewed narrative (e.g., blogging), or even sending an email should be done with awareness of the limited privacy associated with these media. It is recommended that students assume that nothing is private when using social networking and remember that once posted on the Internet, comments, pictures, opinions and other communication can easily become public and, in some cases, are permanently accessible. Care should be taken when posting, as clients, other students, faculty, and potential employers can be exposed to such content through searching, forwarding, “tagging,” or simply by word-of-mouth. This is true even when accounts are set to “private.”

Some forms of unprofessional online behavior would include posting inappropriate pictures, making insensitive or disrespectful comments about specific others (e.g., clients, other students, faculty, supervisors, etc.) and/or groups of others (e.g., those from a different culture, religion, etc.). In the event that a student engages in unprofessional conduct online, the conduct will be first addressed verbally by the Program Supervisor. More persistent or serious violations will result in development of a Corrective Action Plan.

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Appendix IProfessional Disposition Ratings

School Psychology Program

Student Name: __________________________________

Faculty/Course: __________________________________

Date: __________________________________

Professional dispositions form the lens through which content knowledge and technical skills are displayed. Effective school psychologists build meaningful professional relationships, continuously meet deadlines, and actively collaborate with others. They take responsibility for their own behavior and are resourceful, while seeking supervision when necessary.

Directions to faculty member: Please respond to the items below. Your responses are intended to be confidential and they will be included in the student’s application for candidacy. Return this form in a sealed envelope to the student.

Directions to students: As part of the candidacy application process, you must submit Professional Disposition Ratings from three faculty members (see Handbook; Candidacy). These ratings are confidential and are to accompany the standard Psychology Department application for candidacy.

1) The student meaningfully contributes to classroom discussion (i.e. Asks relevant questions, moves the discussion forward).

Never Sometimes Most of the Time Always

2) The student meets assignment deadlines (i.e. Alternate accommodations are NOT required).

Never Sometimes Most of the Time Always

3) The student actively seeks-out feedback or supervision.

Never Sometimes Most of the Time Always

4) The student challenges the content of feedback or supervision.

Never Sometimes Most of the Time Always

5) The student is resourceful (i.e. Problem solves independently within given parameters without seeking assistance of instructor).

Never Sometimes Most of the Time Always

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6) The student is flexible towards the demands of the course, instructor, and peers (i.e. unforeseen changes in the course schedule, availability of instructor, group work with peers).

Never Sometimes Most of the Time Always

Comments:____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________