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ABILENE CHRISTIAN UNIVERSITY
Graduate Program in
School Psychology
Practicum/Internship
Handbook
School Psychology Program Committee
Jennifer W. Shewmaker, Ph.D., LSSP
Edwin B. Headrick, Ph.D., LSSP
T. Scott Perkins, Ph.D., LSSP
Jeffrey N. Wherry, Ph.D., LSSP
Revised: 2005
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TABLE OF CONTENTS
I. School Psychology Training Program Structure .....................................................................................5
II. Training Emphases ................................................................................................................................6
III. Practicum and Internship Guidelines....................................................................................................7
IV. Purposes of the Practicum and Internship Experience .........................................................................11
V. Specific Objectives - Field Supervisor ..................................................................................................12
VI. Practicum and Internship Structure ......................................................................................................14
VII. Specific Supervision Responsibilities of Local Districts ....................................................................16
VIII. Supervisory Personnel .......................................................................................................................17
IX. Student Responsibilities .......................................................................................................................20
X. Student Activities ..................................................................................................................................21
XI. Formal Evaluation................................................................................................................................24
XII. Contracts: Practicum/Intern Contract, Field Supervisor Contract, School/Agency/Institution
Site Contract...............................................................................................................................................25
XIII. STEPS IN ARRANGING PRACTICA AND INTERNSHIPS.........................................................26
XIV. PRACTICUM AND INTERNSHIP INTERVIEW QUESTIONS....................................................29
XV. PRACTICUM AND INTERNSHIP ADVICE ...................................................................................31
Attachments
Attachment A .............................................................................................................................................34
FIELD EXPERIENCE SUMMARY FORM (Prepractica)
Attachment B..............................................................................................................................................36
GRADUATE PRACTICUM AND INTERNSHIP APPLICATION
Attachment C..............................................................................................................................................38
SAMPLE INTERNSHIP GOALS AND OBJECTIVES STATEMENT
Attachment D .............................................................................................................................................41
FIELD SUPERVISION PRACTICUM OR INTERNSHIP AGREEMENT (signature pg)
Attachment E..............................................................................................................................................42
FIELD TRAINING AND EVALUATION PLAN
(Job Description and Monitoring Plan)
Attachment F ..............................................................................................................................................43
EVALUATION Of THE QUALITY OF PROFESSIONAL SERVICE
Attachment G .............................................................................................................................................45
PRACTICUM/INTERNSHIP LOG OF PROFESSIONAL EXPERIENCE
INSTRUCTIONAL GUIDE
Attachment H .............................................................................................................................................51
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PRACTICUM AND INTERNSHIP LOG (Open log)
Attachment I...............................................................................................................................................52
WEEKLY FIELD LOG
Attachment J...............................................................................................................................................53
CUMULATIVE FIELD LOG (Semester)
Attachment K ............................................................................................................................................54
PRACTICUM AND INTERNSHIP LOG SEMESTER SUMMARY FORM
Attachment L..............................................................................................................................................56
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS INTERNSHIP
GUIDELINES
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Practicum and Internship in
School Psychology Handbook
The purpose of this Handbook is to provide information for individuals enrolling in the
School Psychology Practicum and Internship courses. It is both descriptive and regulatory
as it explains the developmental structure leading to the practicum and internship and the
requirements for all participating parties: student, practicum or internship setting, and
university.
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I. ACU: School Psychology Training Program Structure
The School Psychology Program at ACU offers a three-year Master's (Specialist level)
program of graduate study which is designed primarily to prepare program participants to
practice school psychology in the schools. The structure of the training has been shaped
to a large degree by the standards set by the Texas State Board of Examiners of
Psychologists, the Texas Education Agency, and the National Association of School
Psychologists (NASP).
Three dimensions encompass the ACU School Psychology Training Model:
1. An education dimension that yields generalizable knowledge and skills, including
course work in scientific methods, data-based problem solving, and research,
psychological and educational foundations, professional standards and ethics,
assessment, direct and indirect interventions, (counseling, behavior management,
consultation and collaboration), professional issues, standards and ethics and
program evaluation. This phase is completed before beginning internship.
2. An applied training dimension that focuses on applying more specific knowledge
and skills including extensive supervised experience in a data-based problem solving
approach to school problems utilizing assessment, direct and indirect interventions
(counseling, behavior management, consultation and collaboration, and intervention
planning based on the individual student’s needs) professional standards and ethics,
and program evaluation. From the student's first semester in the program, didactic
course work is linked with applied practica in a structured, skill-building sequence.
This phase is completed before beginning internship.
3. A problem-solving dimension is incorporated into the training and education
dimensions and integrates scientific and professional principles and practices.
Whether the student is solving research or referral questions, a practitioner-scientist
model of data-based problem solving is applicable and implemented.
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II. Training Emphases
To be a successful school psychologist, education and training emphases in this program
include:
1. a thorough preparation in the procedures of psychoeducational assessment and
diagnosis, consultation, and counseling within a teamwork frame of reference, and
application of these skills in regular and special education classroom settings within the
school, with families and other professionals. To facilitate the acquisition of professional
competencies, two practica (300 hours) and the internship (1200-1500 hours) provide
well over 2,000 hours of supervised practice. Direct training, involving a balance of both
diagnostic and intervention services, is conducted in a variety of clinical and educational
settings.
2. meaningful evaluation of professional literature and information with the effective use
of information technology. Part of the training is designed to focus on the understanding
and application of research procedures. Required research work built into the curriculum
and an optional thesis provides applied experiences in statistical analysis and research
design and implementation.
3. a consultation model based on scientific, data-based problem solving with sensitivity to
multicultural and individual differences. As a consultant, the school psychologist will
work closely in collaboration with parents and teachers in developing intervention
programs for children with learning, emotional and/or behavior problems, as well as
programs for crisis prevention and intervention. Many direct and indirect services such as
assessment, counseling, consultation, and direct skills training (social skills, parent or
teacher, aggression reduction) are provided to individuals, groups of children, or
parents/families, and school staff taking into account multicultural and individual
differences. In addition, the school psychologist consults professionally with a wide array
of mental health services such as: clinics, emergency detention facilities, probation,
juvenile courts, welfare, and other such community service agencies on behalf of the
school, pupils, teachers, and/or school administrators.
The three-year Master's (Specialist) level program prepares the psychologist trainee for
application for professional certification as a Nationally Certified School Psychologist
(NASP/ NCSP) and Licensed Specialist in School Psychology (LSSP, TSBEP).
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III. Practicum and Internship Guidelines
A. Pre-Practicum and Practicum
Pre-practica shape individual practice skills in organization and operation of the schools,
observation and behavior management, assessment, individual and group counseling and
consultation. The pre-practica and practica occur in schools or allied settings. Each skill
is shaped individually under close faculty supervision in the pre-practica, then integrated
in a full-service model that addresses all domains of training and practice in school
psychology under field and faculty supervision in the beginning and integrated practica.
Students are required to complete two practicum courses for six hours worth of academic
credit.
According to the program sequence, the beginning practicum experience, Practicum I
(PSYC 690) is completed in the spring semester of the first year. This experience is
designed to provide the student with supervised field experience in the areas of training
for which the student has been prepared by course work and pre-practica experiences up
to that point. The integrated practicum experience, Practicum III (PSYC 694) is
completed after all professional practice courses and pre-practica are completed.
Depending upon the student's skill levels and experience, Practicum III offers
opportunities to expand the integration of skills with diverse populations or to provide
additional supervised practice in special skill areas. By the end of the practicum
experience, the student is prepared for full-time supervised practice in the schools with
divergent populations employing a full-range of psychological skills. Students must
register for 3 credit hours each for PSYC 690 – Practicum I and PSYC 694 – Practicum
III.
Practicums are to be held only during the Fall and Spring semesters and must be
scheduled in advance (See Section XIII for steps in securing a practicum site).
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The Course and Practica Sequence is as follows:
Fall of First Year
PSYC 644-Child & Adolescent Therapy 3
PSYC 608- Intro to School Psychology 3
PSYC 642-Cognitive Assessment 3
PSYC 668-Advanced Behavioral Science OR PSYC 669-Human
Learning & Cognition (Courses alternate falls.) 3
Semester hours 12
Spring of First Year
PSYC 645-Child & Adolescent Assessment 3
PSYC 640-Direct Behavior Interventions 3
PSYC 690-Practicum I 3
SPED 683-School Consultation 3
Semester hours 12
Summer of First Year
PSYC 647-Child & Adolescent Psychopathology 3
SPED577-Teaching Students with Mild Disabilities 3
Semester hours 6
Fall of Second Year
PSYC 612-Clinical Research Methods 3
PSYC 646-Child & Adolescent Development 3
PSYC 668-Advanced Behavioral Science OR PSYC 669-Human
Learning & Cognition (Courses alternate in falls.)3
*SPED 685-Issues in Education of Excep Child 3
OR
PSYC 699-Thesis 3
Semester Hours 1
Spring of Second Year
PSYC 624-Social Cultural Foundations of Behavior 3
PSYC 657-Intermediate Statistics 3
PSYC 694-Practicum in School Psychology 3
*PSYC 640- Special Topics in School Psychology 3
OR
PSYC 699-Thesis 3
Semester Hours 12
Fall Third Year
PSYC695-Internship in School Psychology 3
Spring Third Year
PSYC695-Internship in School Psychology 3
TOTAL HOURS: 60
Thesis is optional and may be completed either during the second year or internship with the understanding
that the student’s courseload will be increased.
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The following courses must be completed before participating in the specified practicum:
Practicum I Practicum III
PSYC 650 Ethics & Issues in Psychology PSYC 650 Ethics & Issues in Psychology
PSYC 610 Psychotherapy & Lab PSYC 610 Psychotherapy & Lab
DLCR 580 Introduction to School Psychology DLCR 580 Introduction to School Psychology
PSYC 668 Advanced Behavioral Neuroscience or PSYC 668 Advanced Behavioral Neuroscience or
669 Human Learning and Cognition 669 Human Learning and Cognition
PSYC 571 Behavior Modification PSYC 571 Behavior Modification
PSYC 642 Cognitive Assessment
PSYC 645 Child and Adolescent Assessment
PSYC 645 Child and Adolescent Psychopathology
SPED 577 Teaching Students with Mild Disabilities
PSYC 612 Clinical Research Methods
PSYC 646 Child and Adolescent Development
PSYC 644 Child and Adolescent Therapy
B. Internship
The internship is designed as the opportunity to demonstrate, under conditions of
appropriate supervision, the ability to apply knowledge, to further develop specific skills
needed for effective school psychological service delivery, and to integrate competencies
that address the domains of professional preparation and practice. These domains
including data-based decision making and accountability carried out within the
organization of the school which is based upon the knowledge of effective instruction and
intervention planning for individual student’s needs in light of diversity in
cognitive/academics, socialization, and/or development; consultation and collaboration
within the home, school, and community which provides program evaluation, prevention,
crisis intervention and mental health services. The internship provides an opportunity for
the intern to develop a clear professional identity and explore the full responsibilities of a
practicing school psychologist while having solid supervisory support from an
experienced field supervisor. The Internship is seen as that point of training, which fully
integrates all previous training experiences. It is designed to meet the specific training
objectives of the National Association of School Psychologists and the Texas State Board
of Examiners of Psychologists.
The internship is provided at or near the end of the formal training period (after
completion of at least 54 graduate course hours including 300 supervised practicum hours
that must have occurred in school, allied, or other related settings).
The internship experience shall occur on a full-time basis over a period of one academic
year, or on a half-time basis over a period of two consecutive academic years. At least
600 clock hours shall occur in a school setting and shall provide a balanced exposure to
regular and special educational programs. Students are required to complete a 1200 clock
hour internship.
Interns register for six credit hours of PSYC 695 - Internship in School Psychology, 3
credit hours in both the fall and spring semester of the academic year in which the
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internship is completed. If the internship continues over the summer, interns will register
for an additional 3 credit hours during each summer term.
Note: Although the placement requirements and activities are clearly outlined in this
Handbook, the practicum and intern coordinator and site supervisor may alter the training
experience to meet specialized clinical training interests of the intern. Interns must
complete a minimum of 600 hours of practice in the schools. Practicum and Internship
supervision rotates among the licensed school psychology faculty so students should
check about which faculty member is assigned for that particular semester.
C. Completion of Comprehensive Exams Relative to Practicum and Internship
All students must have successfully completed the courses listed in their degree plan and
passed the comprehensive exam prior to starting internship. Exceptions will be based
upon approval of the SPPC and department chair.
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IV. Purposes of the Practicum and Internship Experience
A. The broad goals of the practicum and internship experience may be summarized as
follows:
1. Apply knowledge and techniques to provide direct interventions to children and
youth, their parents, teachers, administrators and other professionals including
assessment, counseling, and consultation.
2. Provide indirect intervention services to children, parents, teachers, and other school
and professional personnel employing techniques such consultation, in-service training,
and program development.
3. Demonstrate an orientation as a data-based problem solver/evaluator/ researcher.
This orientation is evidenced by activity in needs assessment, problem resolution research
and program evaluation.
4. Demonstrate an orientation as a facilitator/planner in identifying the social agencies
and systems, which provide for the mental health and educational needs of the varying
individual systems within the service area.
5. Demonstrate an orientation as an advocate/catalyst for the development of human
potential in children, parents, teachers, and other school personnel within a multicultural
context.
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V. Specific Objectives - Field Supervisor
A. For practicum and internship* students, objectives for the field supervisor may be
summarized as follows:
1. To provide a broad overview of school organization, including school policies,
and the various specialties employed by schools.
2. To provide orientation to the variety of school services subsumed under the department
titles such as Special Education Services, Pupil Personnel Services, Child Study Services,
and the like, as these services relate to the total school organization and to the community
at large.
3. To provide understanding of special school, agency, and community services.
4. To foster the student's understanding and skill in working with school staff.
5. To foster the student's sensitivity for and knowledge of classroom interaction,
multicultural and individual differences and other factors which influence classroom
atmosphere as well as overall school mental health.
6. To discuss and facilitate the student's understanding of, and ways and means to
enhance the role perception of the school psychologist.
7. To provide an opportunity for the student to refine skills in clinical/behavioral
assessment within a comprehensive case study context.
8. To provide an opportunity for the student to further develop the delivery of direct
intervention services to students, parents, and school personnel. This includes interview,
consultation and counseling techniques either by direct acquaintance or by utilizing other
appropriately certified staff.
9. To foster the continued development of written skills; including refining the written
report, the formulation of meaningful recommendations, case management planning, and
the development of effective follow-up procedures.
*Additionally, field supervisors of interns should:
10. Focus the intern's attention on the importance of a team approach and on the
communication procedures among child study specialists. Also to similarly foster the
intern's effectiveness in communication with parents and school personnel through
positive appraisal and feedback related to best techniques.
11. Foster the intern's development of a research frame of reference so that the intern is
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aware of opportunities for research in the schools and to assist the intern in the evaluation
of some aspect (a needs assessment) of the service delivery system.
12. Draw attention to and foster the importance of the role of professional ethics in the
conduct and practice of school psychology.
13. Foster the intern's development of efficient office procedures and practices, time
management and timeliness in meeting deadlines.
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VI. Practicum and Internship Structure
The practicum and internship experiences are considered to be a cooperative venture
among three primary agencies: the University training program (the university
supervisor) and the field site (the supervising field psychologist) and the practicum or
intern student. However, cooperating relationships with other field agencies may be
arranged by agreement with the above primary participants. The program is designed to
offer flexibility for the student as well as the cooperating agencies.
These guidelines provide an overview of the types of experiences in which a student
should be trained and identify areas in which the student is expected to participate. It is
expected that within the practicum and internship the role and function of the school
psychologist should be comprehensive and well balanced. It is important to discuss the
extent to which the practicum or internship site is able to provide the training
opportunities delineated in this document prior to the signing of the practicum or
internship contract.
The primary consideration in practicum or intern placement is the adequacy of a school
division as a training site, though the needs of the local system must also be taken into
consideration. The following considerations provide general criteria for practicum and
intern placement:
A. There should be one individual in the school division directly responsible for the
supervision of the student. The on-site supervisor shall be responsible for no more than
two (2) interns and practicum students. This person should be an experienced licensed
specialist in school psychology. If the supervisor is in an institutional or other non-school
setting, the necessary experience and training criteria, i.e., standards of training for
professionals in that setting should be demonstrated. The School Psychology Program
Committee (SPPC) must approve the supervising field psychologist. It is the
responsibility of the participating field supervisor to present:
1. A brief vita of training and experience, and
2. Documentation of certification/license.
These materials must be provided no later than the on-site orientation/contract meeting at
the beginning of the internship placement if satisfactorily reviewed by prior
communication. These credentials will be kept on file with the University Practicum and
Internship Coordinator for review by accreditation teams and will be updated
periodically. Once a field supervisor's credentials have been verified, that person may
serve as a supervisor on a continuing basis. Licensed and/or experienced Institutional
Psychologists provide supervision in non-school placements. Psychiatrists, social
workers, counselors, or other health care providers with appropriate
certification/licensure in their field of expertise may provide supplemental experiences in
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training and supervision. The expertise and experience of the supervisor(s) will be an
important consideration in selection of supervisor(s) and internship sites.
B. Adequate facilities for supervisors and interns are an important consideration to
ensure maximum efficiency in testing, interviewing, and other intern activities. Office,
secretarial, and other professional support must be provided. The school division should
provide mileage and other professional expenses.
At least three contacts will occur between the practicum and intern student, the field
supervisor(s) and the university supervisor. These include:
1. Initial or Orientation contact during which a practicum or internship contract is
negotiated and signed,
2. Mid-Year (Interns) or Mid-Semester (Practicum Students) Evaluation, during which
the progress of the student in meeting contract goals is evaluated and modifications are
made as necessary, and
3. End-of-Year (Interns) or Mid-Semester (Practicum Students) Evaluation during which
the progress of the student in meeting contract goals is evaluated, and the site and
supervisor are evaluated by the student.
When placements are beyond a 100-mile range, the university supervisor will negotiate
with the student and the field supervisor a plan to accomplish the purposes of the three
on-site visits. Sometimes telephone or interactive video meetings may replace some of
the on-site visits. At a minimum, at least one on-site visit will be planned for distant sites.
University reimbursement for travel expenses will be sought by the university supervisor.
15
VII. Specific Supervision Responsibilities of Local Districts
It is assumed that the most highly qualified person available will be selected to serve in
the capacity of field supervisor. While academic degrees and years of experience do not
necessarily correlate perfectly with professional competence, they provide the best
criteria available. Therefore, practicum and intern students should be afforded the most
experienced and highly professionally trained supervisors within the placement site area.
The supervisor is seen as exceedingly important as a professional model as well as one
who is responsible for the administrative welfare of the student.
For both practicum and intern students, the experience shall occur under condition of
appropriate supervision. For practicum students, field based practicum supervisors shall
provide at least one hour per week of direct supervision for each student. A license as a
Specialist in School Psychology and two years of experience are considered the
minimum basic criteria for supervisor eligibility for the practicum student. For interns,
field based internship supervisors shall provide at least two hours per week of direct
supervision for each intern. A license as a Specialist in School Psychology and three
years of experience are considered the minimum basic criteria for supervisor eligibility
for the intern.
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VIII. Supervisory Personnel
Two persons have primary responsibility for practicum and internship supervision. They
are the field supervisor (the on-site supervising specialist in school psychology) and the
University's Internship Coordinator (the school psychology trainer).
A. The University Practicum and Internship Coordinator (UPIC) is the liaison
between the School Psychology Program Committee (SPPC), the student, the University
Supervisor and the practicum or internship site. The UPIC is a licensed or nationally
certified school psychologist and holds a faculty position in the Department of
Psychology. The UPIC works with students to seek and arrange for appropriate practicum
and internship sites. The UPIC maintains up-to-date records of potential sites and
supervisors and reviews and revises this Handbook in conjunction with the SPPC on an
annual basis. Other responsibilities of the UPIC include:
1. Arrange all practicum and internship plans with a school district or agency for
submission to the SPPC for approval.
2. Plan and implement the practicum and internship site selection and
arrangements following SPPC approval. Other UPIC responsibilities include:
a. Negotiate contracts for each practicum and internship and submit them
to the SPPC for approval.
b. Negotiate the remunerative plans between the intern and the agency and
present them to the SPPC for approval.
c. Nominate candidates to be on-site supervisors for approval by the
SPPC.
3. Provide practicum and internship guidelines: for the student, the field
supervisor, and any other placement site staff. Ensure that needed arrangements
are mutually agreeable to all parties: The University Supervisor, the Field
Supervisor, the student, and other practicum or internship placement site staff.
4. Review the agency or school site with respect to the provision of basic NASP
essentials for practicum and internship such as office space, travel in district,
secretarial services, etc.
B. The University Supervisor (US) is a field representative of the School Psychology
Program at the University. The US should be a Licensed or nationally certified School
Psychologist, hold a faculty position in the Department of Psychology, and limit
supervision to no more than 12 interns or 6 practicum students at any time. The US
provides weekly group supervision for practicum students and is responsible for
maintaining regular communication and conducting evaluation procedures with
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interns/practicum students and their Field Supervisors. The responsibilities of the US
include the following:
1. Review the practicum and intern student's work with the student, the
supervising psychologist and other appropriate persons in the school district or
agency.
2. Arrange for practicum and internship site visits. This includes arranging for two
formal evaluations (Mid-Semester and End of Semester/Mid-Year and End-of-
Year).
3. Determine the final grade for the practicum and internship experience for the
university records. This grade will be arrived at with consultation from the
student, field supervisor, and other designated consumers of service at the
practicum or internship site. See the Practicum and Internship Evaluation Forms
(Attachments E and F).
4. Coordinate the internship experience with the student and the supervising
psychologist so that a meaningful practicum or internship experience is insured
and one that also hopefully meets the needs of the employing school district or
agency.
5. Critically evaluate the service reports: e.g. professional log(s) documenting the
experiences of the student. If areas of student improvement are needed, it is the
responsibility of the US to attempt implementation of these improvements with
the student and the field supervisor.
6. Respond appropriately if questions of professional ethics arise, and, if
necessary, to seek the advice of School Psychology Program Committee (SPPC).
7. Review the agency or school site with respect to the provision of basic NASP
essentials for practicum and internship such as office space, travel in district,
secretarial services, etc. (See Attachment K and L for Agency and field supervisor
forms).
C. The Field Supervisor (FS) is approved by the School Psychology Program
Committee faculty. For practicum students the FS must be an LSSP licensed for practice
and have at least two years experience. For interns, the FS should be TSBEP licensed as a
Specialist in School Psychology and have at least three years of experience. Other
personnel may work in a supervisory capacity with a practicum and intern student
(psychiatric social workers, psychiatrists, clinical psychologists, special educators, and
other health care professionals), but must be members in good standing in their respective
professional organizations and certified by appropriate state agencies in their area of
expertise. The FS who assumes the responsibility for directing and supervising the trainee
should be an individual of proven excellence in school psychology. The FS should be
capable of guiding the graduate student successfully through the practicum or internship
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experience.
The FS will be expected to fulfill the following responsibilities*:
1. Coordinate the practicum and internship program with the school
administrators, or agency directors, and University Supervisor.
2. Provide a comprehensive school site and educational agency orientation for the
practicum or intern student at the beginning of the practicum or internship
experience.
3. Provide an average of 2 hours of evaluative conferences each week and some
direct observation of the student's activities at the beginning of the experience and
as needed during the practicum or internship period. This includes:
a. Regular review of casework through direct observation and/or video or
audio tapes;
b. At least weekly review of the Log of Professional Experience, verifying
experience by signature, and countersigning any written records.
*Additionally, FS should fulfill the following responsibilities when
working with interns:
4. Provide the intern with as broad a range of professional experiences as possible
based on the Contract goals, individual discussion and the practicum and
internship guidelines: See The Practicum and Internship Handbook, Intern
Contract, Practicum and Internship Evaluation Forms, NASP Internship
Guidelines, TSBEP Internship Guidelines, and NASP and APA Professional
Ethics.
5. Participate in and complete two formal evaluations of the student's progress:
the Mid-point and End-point Formal Evaluations. Discuss progress with the
University Supervisor as needed.
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IX. Student Responsibilities
A. Ethical Practice. In order to enhance identification as a developing school
psychologist, the student will act in accordance with the professional ethical code of the
National Association of School Psychologists and the American Psychological
Association. Likewise, as a representative of the University, the student has an obligation
to perform at the highest level of functioning at all times. The trainee has this
responsibility to both the district/agency and to the University.
B. Log. The student is required to carefully and regularly prepare a log of professional
experiences by submitting weekly summaries of experience to the field supervisor and
then mid-point and end-point summaries to the university supervisor. The log will
document intern experiences according to the log guide, which is attached. See attached
log (Attachments I & J).
C. Reports: The student will be required to prepare and submit reports on assigned cases.
The FS and US will critically evaluate practicum reports. The FS will critically evaluate
intern reports. The student is expected to achieve and maintain professional levels of
writing quality and to develop a high level of integration and efficiency in report writing.
E. Supervision: The student is expected to initiate contact with the field and university
supervisors as required or as needed. Contact involves communication (oral and written)
of progress, forwarding expected products of performance such as logs, and conveying
professional or personal concerns related to the practicum or internship. Competent
communication is an important function not only of the practicum and internship but also
of the profession.
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X. Student Activities
The FS and US in consultation with the student will determine a program of activities
individually prescribed to meet the needs of the practicum or intern student. The student
is included in this planning process and will have developed a formal internship plan
comprised of a set of individual goals and objectives to be achieved. Some supervisors
may wish to prescribe in writing the required activities for the intern, others may prefer to
plan on the basis of informal agreements. In either case, requirements should be clear to
all participants.
In addition to requiring a formal plan for internship, the Field Supervisor psychologist(s)
should engage the student in:
A. Orientation to the School Setting: General Overview
1. Classroom observations (SPED and regular classroom).
2. Professional teacher programs and meetings.
3. Administrator-staff meetings.
4. In-service education.
5. Meetings of special services personnel (eligibility committees, screening
committees).
6. IEP Committee meetings.
7. School Board meetings.
8. PTA meetings.
9. Regional Education Agency meetings
B. Orientation to Other Child Care Services
1. Informal interview with special educators, principals, reading specialists,
teachers, nurses, social workers, counselors, speech therapists, guidance
personnel, and other specialists.
2. Visits to special agencies/services (State Employment Service, Child Protective
Services, emergency detention facilities, juvenile courts, Alternative schools,
Teen mother programs, etc.).
3. Visits to relevant area professional and parent group organizations (Association
for Retarded Children, Association for Children with Learning Disabilities,
CHADD, etc.).
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C. Diverse Referral Concerns
1. Opportunity to receive referrals and work with a variety of types of referral
problems (for example, class placement, retention, admission or exclusion,
learning/behavior problems, identification of gifted/talented).
2. Opportunity to provide services to children and youth from a wide variety of
ages and presenting problems or needs such as: exceptional, at/risk, and different
cultural background children. The Field Training and Evaluation Plan
(Attachment C) provides an overview and a means to monitor the distribution or
kinds of direct and indirect services in the practicum and internship experience.
Special attention should be given to the development of competent
nondiscriminatory evaluation practices and a solid professional understanding of
and sensitivity to the cultural background of any cultural minority in the
employing district. It is important to develop professional competencies related to
the delivery of services to 'At Risk' populations such as culturally different or non-
majority populations, teen parents, potential drop outs, and depressed/suicidal
individuals.
D. Orientation to Classroom/School Operation.
1. Planned classroom observations across a range of school grades and curriculum
content areas.
2. Conferences with curriculum specialists and supervisors of instruction.
3. Discussions with teachers.
4. Discussions with administrators.
E. Psychological Evaluation Procedures: The student will use a wide variety of
evaluation instruments and procedures, which will yield information, related to the
following areas:
1. Intellectual functioning
2. Diagnostic skills in academic skill areas
3. Psychomotor developmental patterns and skills
4. Social/Emotional functioning
5. Direct observations of behavior
6. Behavioral assessments of a child in live situations
7. Diagnostic interviews
8. Social/adaptive behavior/developmental levels
9. Chronologically and culturally diverse populations (preschool to adult)
22
F. Intervention Services: Interviewing, Counseling, Consultation, and Training.
The practicum and internship student is expected to initiate and document in the log all
training activities including:
1. Data gathering interviews with students, parents, and teachers.
2. Interpretive conferences with students, parents, and teachers, involving
communication of evaluation, programming, placement, and/or management
information or recommendations.
3. Involvement in formal and informal teacher and parent conferences and groups.
4. Supervised individual and group counseling of pupils.
5. Development of effective and consistent follow-up activities to case work
management.
6. Supervised participation in preparation of proposals for special education
programs, mental health activities in the schools, inservice training programs, etc.
7. Discussion and implementation of findings at various professional groups (at
teacher meetings, at case conferences, etc.).
8. Development of effective relations with community agencies for referral,
placement and follow-up.
9. Development of awareness of the interrelation of special education, guidance
services, and other child study specialists, each with a valuable contribution to
make to the school setting.
G. Research/Professional Development
1. Research problem solving such as library search.
2. Apply research skills as warranted.
3. Show evidence of professional growth and responsibility through involvement
in professional associations and organizations.
4. Develop routine office procedures such as: record keeping, report writing,
forms, bulletins, folders, file systems, correspondence, test supplies and orders,
logs, etc. (Refer to Attachment E, Log Instructional Guide.)
23
XI. Formal Evaluation
Evaluation of the practicum and internship student will be a joint effort between the
university practicum and internship coordinator, the university and field supervisors, and
a consumer of services such as a Director of Special Education or building administrator.
Students are expected to perform to at least a competency level as rated by the field
supervisor in areas related to knowledge derived from the education dimension, skills
derived from the applied and problem solving dimensions. Performance will be based on
comprehensiveness of activities/services, on effectiveness in relating to clientele (school
staff, students, parents, etc.), performing the general responsibilities of the role, and on
professional conduct as a school psychologist and health care provider. At the end of
each semester the field supervisor will complete a written evaluation of the student's
performance using the evaluation forms. Regular contact will be maintained between the
University Supervisor and Field Supervisor as frequently as necessary. (Refer to
evaluation form pg. 42).
24
XII. Contracts: Practicum/Intern Contract, Field
Supervisor Contract, School/Agency/Institution Site Contract
A. A Practicum/Intern Student Goals Statement will be developed with the student
which delineates the scope and range of the practicum and internship activity and
identifies specific objectives. Acceptance of the goals statement is given by signature of
the Student, Field Supervisor, and University Supervisor. Refer to Attachment A of the
Internship Handbook for a sample Student Goals statement.
B. A Field Training And Evaluation Plan (Job Description and Monitoring document)
is developed jointly with the student, University and Field Supervisors, using the
student's goals and objectives statement as a guide. Then the Field Supervision Practicum
or Internship Agreement (Appendix B) is signed and dated by the student and key
supervisory parties who agree to follow the guidelines of the ACU Practicum and
Internship Handbook, the National Association of School Psychologists Internship
Regulations, and the regulations of the Texas State Board of Examiners of Psychologists.
C. Administrators of the University and the Field Site will sign an AGREEMENT. This
agreement specifies that the field site agrees to provide a training program for school
psychology practicum and intern students. This agreement must be signed before any
other agreements may be negotiated. Refer to Attachment N of the Practicum and
Internship Handbook for a sample form of this Agreement.
25
XIII. Steps In Arranging Practica And Internships
A. Following are the recommended procedures for arranging a practicum or internship
experience. The student is responsible for initiating and following through on each step in
the process.
1. Complete the Practicum or Internship Application Form (Attachment H) and submit it
to the Practicum and Internship Coordinator who submits it to the SPPC for approval to
begin practicum or internship. A separate application must be made for each
practicum and internship experience.
Internship application forms must be submitted by October 15 the year before the
scheduled start of the internship.
Fall practicums application forms must be submitted by March 30.
Spring practicums application forms must be submitted by October 15.
All application forms must be accompanied by (1) official transcript(s) of all course work
counting towards the degree, (2) a preliminary goals and objectives statement, and (3) a
portfolio documenting completion of the required prerequisites. For example:
Practicum students document required course work completion and projected date for
comprehensive examination;
Internship candidates document completion of all course work and successful completion
of the comprehensive examination.
2. Once the student and the University Practicum and Internship Coordinator have
received SPPC approval to proceed with practicum or internship planning, the student
should meet with the coordinator to discuss the possibilities. This Practicum and
Internship Handbook should be studied as it contains Practicum and Internship guidelines
and procedures, sample contracts, evaluation and log forms. This should be done one year
in advance.
3. The student will select a site or sites and submit an application. Some sites will invite
the student for a formal interview process. Others proceed more informally inviting the
student to meet with the agency representative and/or the agency internship supervisor
initially. If the site is pre-approved by the SPPC, it is listed in this Handbook and the
student is free to begin negotiating a Practicum or Internship Training and Evaluation
Plan (job description and monitoring document) (Attachment C) in consultation with the
practicum and internship coordinator. If the site is not pre-approved, then SPPC approval
procedures must be followed before the student can begin negotiating a contract with that
site.
4. If the student is offered an internship or practicum position, practicum and internship
guidelines will serve as a basis to develop or modify a Student Goals Statement
26
(Attachment A) and a Training and Evaluation Plan (Job Description and Monitoring
Document) (Attachment C) and to obtain signatures on the agreement for the student's
position (Attachment B). The job description and monitoring document will be presented
to the SPPC for approval by the University Practicum and Internship Coordinator (UPIC)
at the first available SPPC meeting. The student may be invited to attend this SPPC
meeting if further clarification is needed. The committee will approve, recommend
modifications, or disapprove of the plan. The student will be notified by the UPIC. The
UPIC signs after SPPC approval is obtained and sends copies of the fully signed
documents to all parties.
5. The Practicum or Internship Training and Evaluation Plan (job description and
monitoring document) (Attachment C) becomes the basis to evaluate logs given twice
each semester by the student to the University Supervisor and along with the student's
goals statement, the guiding document for planning and implementing practicum and
internship activities.
6. During the practicum or internship, a minimum of two visits to local sites will be made
by the UPIC or US. For practica, these take place at mid-semester and end-of-the-
semester mutually arranged times. For internship, these usually take place at mid-year
and at the end of the year. During these visits a conference will be held with the student
and the supervisor(s). Strengths and weaknesses of the practicum or internship experience
are discussed which may result in some modification of the initial agreement.
(Attachments C, D, F, K & L contain evaluation forms.)
7. Logs will be given to the University Supervisor at mid-semester and end-of-the-
semester periods. The logs are divided into categories of experiences that match the
monitoring document. In each weekly log the student will record the number of hours
completed in each category and total these hours across categories. This hourly log will
be signed by the Field Supervisor and a copy given to the University Supervisor. At the
middle and end-of-semester/year evaluations, log hours will be totaled and changed to
percentages. These percentages will be compared to the initial monitoring document.
Additional adjustments and negotiations will take place during these evaluation meetings.
Separate evaluation forms will be required from each supervisor during the middle and
end-of-the-year periods. In the last month of the internship, agency questionnaires are to
be completed by the student in conjunction with the agency supervisor.
8. University Supervisors will maintain regular contact with the practicum and intern
students. Practicum students meet for 3 hours weekly with the University Supervisor.
Internship students within 100 miles of the university will meet with the University
Supervisor as a group at least four times throughout the internship year to share
experiences and information.
9. In the judgment of the field and university supervisors, if the practicum or internship
experience is grossly deficient and the job description monitoring agreement is not being
fulfilled as promised by the mid-semester evaluation, the student may be required to do
one or more of the following: (1) complete course work or research in the area of
27
weakness; (2) complete a supervised practicum in the area of weakness; (3) complete
workshops in the area of weakness; or (4) be dismissed from the site. The decision will
be made by consensus of the student, coordinator, the field supervisor, and the SPPC.
Once a decision has been reached, a time period will be specified for successful
completion of the requirement, at which time the SPPC will review the results with the
student, field supervisor, and coordinator.
10. If improvement is not reported by the Field Supervisor after the student has
completed all recommendations for remediation of weaknesses, the SPPC, UPIC, US and
FS will consult and make further recommendations. In the unlikely event that the
practicum or internship agency is not fulfilling its contractual agreements, the student
will not be penalized for these organizational difficulties. Alternative placements will be
considered.
11. If a student finds that the practicum or internship site is not fulfilling training needs,
the US and UPIC should be contacted concerning termination. This should be done only
in circumstances that are considered not in the best interest for the student's development.
Examples might include the following: (1) restricted training opportunities, (2) ethical or
criminal improprieties, or (3) a serious mismatch of personal goals to agency
requirements. Attempts at remediation will be negotiated with field supervisors and
pursued first. If problems continue despite remediation efforts, the student and practicum
or internship coordinator may petition the SPPC committee to terminate the contract and,
if approved, begin negotiations with another agency.
12. Practicum students will enroll in PSYC 690 Practicum I in Psychology, for the first
semester and PSYC 694 for the second semester, for three credit hours each semester.
Internship students will enroll in PSYC 695 Internship in Psychology, and earn three
hours credit for each of two semesters. The grade will be awarded by the University
Supervisor in consultation with the Field Supervisor and student and a review of
evaluation documents.
28
XIV. Practicum and Internship Interview Questions
The questions listed below are not exhaustive but can serve as general guidelines. The
answers to some of these questions may be obtained without directly asking the
questions. Students are advised to listen carefully during the interview. If at the end of the
interview some of the questions are unanswered then seek the answers. Students are not
advised to begin firing questions at the start of the interview but rather to keep these
questions in mind, listen carefully for answers as the interview proceeds; ask for
clarification when needed and seek answers to unanswered questions when appropriate to
do so during the interview process.
Practicum and internship settings look for individuals with reasonable confidence but not
arrogance; openness to learning, but not know-it-alls; a reasonably clear set of goals but
not rigid inflexibility.
l. What is the nature of the populations with whom I will be working, e.g., ages, cultural
backgrounds, types of problems?
2. How is supervision provided for diagnostic and intervention work?
3. Who will be my Field Supervisor?
4. How much time is anticipated to be spent in specific training activities, such as
observations, group and individual supervision, case management and preparation,
research, etc.?
5. What will be my designation, e.g., psychology intern or practicum student?
6. Will I have an office and secretarial support?
7. What will be my stipend?
8. Will my work be covered by the agency's malpractice insurance? Do I need additional
malpractice insurance? (The SPPC requires that all students carry malpractice insurance
for practicum and internship experiences. Forms are available from the UPIC.)
9. What specific diagnostic skills and therapy skills can I expect to develop?
10. Will I receive a certificate or letter indicating successful completion of my practicum
or internship so that I will have the documentation for state and national certification and
licensure boards?
11. Are didactic training experiences supported, such as formal lecture series, inservices,
professional conferences, etc.?
29
12. With what other agencies or professionals will I be working? Who will be my
supervisor, if other than the designated Field Supervisor?
13. If the site is more than 100 miles from ACU, how will university evaluation
procedures be accomplished?
30
XV. Practicum and Internship Advice
1. Site selection should be based on personal career as well as program objectives.
2. Discuss with the University Practicum and Internship Coordinator any special
problems or considerations in selecting a practicum or internship, e.g. are you free to
apply for an out-of-state internship or do you need to remain within a particular
geographical area?
3. Provide the Practicum and Internship Coordinator with the list of internship settings to
which you plan on applying at least one semester prior to actual application date. Do not
apply unless you can accept the position if it is offered.
4. The application to the SPPC for approval to plan a practicum or internship is due one
year prior to the start of the practicum or internship. A completed application to any
practicum or internship site should be filed by February 1 at the latest for Fall practicum
or internship and by September 1 for a January start date.
5. Sometimes internships in school settings are not offered until spring or summer.
6. Expectations for Internships
(a) Stipends - Most people are hired as a regular staff member and receive salaries
consistent with state and local funds for the agency. In a school district the
average salary for an intern School Psychologist is $11,000 to $15,000 for a 10-
month contract. Each district pays some portion above the state limit. Each district
has the option of employing students for 11 or 12 months.
(b) Benefits - School Districts normally provide opportunities to purchase group
medical insurance, retirement funds, sick days, personal business days, and other
options.
(b) Pre-selection Site visits - Some sites will request an on-site interview.
Students who initiate site visits and go for requested site interviews obtain more
internship offers.
7. You must inform the University Practicum and Internship Coordinator of the
practicum or internship offer, which you wish to accept as soon as possible, then provide
the following information:
(a) Name of Supervisor
(b) Address of practicum or internship setting
(c) Stipend of internship
(d) Start and Stop Dates of practicum and internship
31
(e) Description of activities (Goals Statement, and Training and Evaluation Plan
Job Description Monitoring Document)
32
Appendices: Internship and Practicum Forms
33
Attachment A SPPC PP01
ACU Dept. of Psychology End of Semester
FIELD EXPERIENCE SUMMARY FORM Fall/Spring/SSI/SSII 20__
Circle Course(s): PSYC 608, Cognitive Assessment, Child and Adolescent Assessment, Practica I & III
Course # _____________ Title ___________________________
Student ___________________________________ SS# ______________________
Directions: Please type all responses as this report will become part of the student's TWU field experience
documentation.
I. Placement Information
Field
Site: ________________________________ Supervisor _______________________________
School, Agency, Institution Name
____________________________________ Title ____________________________________
Address
____________________________________ Phone ( ) ( - )
City, State, Zip Area Number
II. Characteristics of Placement Setting
Age (Range)________ Number of Clients ______ Total Placement Hours ____
III. Service Provided with Regular Education Clients (enter number of hours)
Activity PS ES MS HS Adult Activity PS ES MS HS Adult
File Review or Direct Training
Interview (Teacher, staff, peer)
Observ / Data Collec Teacher Consultation
Evaluation / Parent Consultation
Assessment or Counseling
Written Report / Parent Training
Case Management
ARD Team Partic. Counseling Child
Supervise others Other:
IV. Service Provided with Special Education Clients (enter number of hours)
Activity PS ES MS HS Adult Activity PS ES MS HS Adult
File Review or Direct Training
Interview (Teacher, staff, peer)
Observ / Data Collec Teacher Consultation
Evaluation / Parent Consultation
Assessment or Counseling
Written Report / Parent Training
Case Management
ARD Team Partic. Counseling Child
Supervise others Other:
V. Assessment Instruments used with all clients- (Enter number of administrations)
34
Test Administered PS ES MS HS Adult
Wechsler Intelligence Scales (WPPSI-R, WISC-III, WAIS-
III)
Woodcock-Johnson Tests of Cognitive Ability - III
Stanford-Binet Intelligence Test
Kaufman Assessment Battery for Children (K-ABC)
Test of Non-verbal Intelligence (TONI-II)
Leiter Nonverbal Test of Intelligence
Other Intelligence Test measures
Woodcock-Johnson Revised Tests of Achievement
Wechsler Individual Achievement Test
Kaufman Test of Educational Achievement (K-TEA)
Wide Range Achievement Test - Revised (WRAT-R)
Other Achievement measures
Behavioral Assessment System for Children (BASC)
Apperceptive Tests (Roberts, CAT, TAT, etc)
Specific Trait tests (Depression, Suicide, Anxiety, ADHD)
MMPI-A
Other personality measures
VI. Evaluation of Performance
_____ Not Acceptable. _____ Acceptable.
Field Supervisor Signature _____________________________________ Date ______________________
_____ Not Acceptable. _____ Acceptable.
University Supervisor Signature ________________________________ Date _______________________
35
Attachment B SPPC PI02
ACU Dept. of Psychology
Possible Placements
Approve ___ Deny ___
Remediation Plan ____
Student Notified _______ (date)
For Office Use Only
DATE___________________________
GRADUATE PRACTICUM AND INTERNSHIP APPLICATION
1. Name ________________________________________ SS# _____________________
2. Degree __________ Minor or Related Area (Ph.D.) ________________________________
3. Advisor _________________________________
4. Telephone Numbers: Home _____________________ Business ______________________
5. Address (include zip) _________________________________________________________
6. Areas of special interest in psychology: __________________________________________
7. Proposed graduation date ______________________________
8. Completed graduate credit hours including this semester ____________
9. If presently enrolled in classes, indicate current graduate semester hour load planned during internship
___________________________________________________________________________________
10. If presently working, indicate place of employment, days and hours at work site
___________________________________________________________________________________
11. Semester in which proposed internship/practicum (circle one) is to be initiated
_______________________________________________________
12. Major objectives to be achieved in internship (include desired job activities, setting, hours preferred,
geographical area preferred, etc.) (Attach a separate sheet for this).
13. Describe previous experiences of benefit in an internship or practicum (Attach a separate sheet for this).
_____ 14. Include a copy of your Abilene Christian University graduate transcript and your approved
Degree Plan to document completion of the course work listed on the next page. If you are transferring
course work from another university, please attach a copy of those transcripts as well.
36
Indicate completion date of the following course work (e.g. Fall, 00 or Spring 01):
The following courses must be completed prior to practicum placement:
Check if completed:
Fall of First Year
PSYC 650-Ethics & Issues in Psychology
PSYC 610-Psychotherapy & Lab
DLCR 580-Introduction to School Psychology
PSYC 668-Advanced Behavioral Neuroscience OR PSYC 669-Human Learning and
Cognition (Courses alternate falls.)
Spring of First Year
PSYC 642-Cognitive Assessment
PSYC 645-Child and Adolescent Assessment
PSYC 571-Behavior Modification
PSYC 690- Practicum I
Summer of First Year
PSYC 645-Child and Adolescent Psychopathology
SPED 577-Teaching Students with Mild Disabilities
Fall of Second Year
PSYC 612-Clinical Research Methods
PSYC 646-Child and Adolescent Development
PSYC 644-Child and Adolescent Therapy
PSYC 668-Advanced Behavioral Neuroscience OR PSYC 669-Human Learning and
Cognition (Courses alternate falls.)
Spring of Second Year
PSYC 624-Social-Cultural Foundations of Behavior
PSYC 657-Intermediate Statistics
SPED 683-School Consultation
PSYC 694-Practicum III
Fall Third Year
PSYC 695-Internship in School Psychology
Spring Third Year
PSYC 695-Internship in School Psychology
**Thesis is optional.
_____ 15. Include signed copies of Field Experience Forms from all Pre-practica. Attachment A
________________________________________________ ________________
Signature Date
37
Attachment C
ACU Dept. of Psychology
SAMPLE INTERNSHIP GOALS AND OBJECTIVES STATEMENT
Briefly describe below the agency at which you plan to work, the duties which you will undertake, the
person(s) who will supervise your work and your goals in undertaking this internship
or practicum experience.
2003-04
For A. Great Intern
l. To gain an understanding and working knowledge of the role/function of a school psychologist in the
Hopeful ISD:
a. I will become familiar with Hopeful ISD's policies and procedures.
1. I will read the Service Plans for Special Education.
1. I will read the Service Plans for students 'At Risk.'
b. I will utilize Hopeful ISD's team members and staff to gain knowledge of polices and procedures.
2. I will be involved in the Delivery of Services: Evaluation process which focuses on 'At Risk' populations
(intellectual/ cognitive; academic; social/emotional; behavioral observation/ classroom performance;
adaptive behavior; and sensory/ motor functioning screening).
a. This will include involvement with initial special education evaluations, staffings, program reviews,
AEP and ARD reviews and meetings.
b. This will include involvement in three year reviews, staffings, program reviews, IEP and ARD
reviews and meetings, and multidisciplinary interaction and experiences.
c. The evaluation process experiences will include opportunities for teacher interview, parent
interview, review of curricular materials and student work samples, and classroom observation.
3. I will be involved in Direct Services: Intervention by providing services such as collaboration and
problem-solving consultation to students, teachers, and parents; behavioral intervention; and individual
and group counseling.
a. I will become more knowledgeable about collaboration techniques and strategies.
l. I will encourage and support the use of collaboration between special education and regular
education staff.
2. Specifically, I will be a resource to Janet Caring, counselor, and Vern Helper, At Risk
coordinator.
3. I will encourage the use of pre-referral intervention activities.
b. I will increase my knowledge and skills in behavior management techniques.
l. I will encourage and assist teachers in developing behavior management plans through
consultation to promote alternatives to special education placement for children and to maintain
children in the least restrictive environment.
2. I will collaborate with teachers to develop and implement behavior management plans with (at
least three) students.
38
3. I will work with parents, and If appropriate. assist with developing home-school contingency
contracts (goal of at least one home-school contingency contract).
c. I will become more competent in providing counseling and developing objectives for students to
meet their individual needs.
l. I will learn about different community/area agencies and services, and learn to make appropriate
referrals to them.
2. I will work with team members (counselor) in developing and providing individual and group
intervention services.
3. I will systematically gain more knowledge about children and adolescents; specifically their
problems and concerns, effective counseling and intervention techniques.
4. The above delineated activities ( l., 2., and 3.) will be measured by review of service reports, casework,
logs of professional experience and contact of appropriate school personnel in conjunction with the
internship supervisor. Specific documentation includes:
a. Maintenance of regular (weekly) contact with supervisor(s) in the Hopeful Public Schools.
b. Maintaining monthly service reports.
c. Completing a Log of Professional Experiences, which will reviewed and verified on a monthly basis
by the on-site internship supervisor and forwarded to the university supervisor.
d. Maintaining /regularly updating the Professional Experience checklist so that the array of Direct
Services can be easily surveyed so that a comprehensive training experience can be developed.
e. Reviewing the PSY 6933 Training and Evaluation Plan (Job Description and Monitoring document)
as a guide for role and function and in anticipation of the Mid Year and End Of Year Formal
Evaluations which utilize this form.
5. I will further develop my interpersonal and communication skills.
a. Specifically, I will work to develop and maintain a positive working relationship with my team
members, and other I.S.D. colleagues.
b. I will develop a working relationship with teachers and principals in order to more effective in my
role in the schools.
c. I will develop skills in conflict resolution, active listening, and "teaming."
6. I will develop and use my organizational strategies to become more efficient in my role as a school
psychologist.
a. I will develop and use record keeping methods to organize my time efficiently, and encourage timely
assessments. and report writing.
b. I will develop a useful resource file system.
c. I will accumulate reference material to facilitate information sharing with principals, teachers,
parents, and team members.
39
7. I will be involved in continuing education and professional development through participation in
workshop and inservice presentations.
a. I will participate in Hopeful I.S.D. professional staff meetings and staff development programs.
b. I will demonstrate state level involvement in professional development and networking (the Texas
Association for School Psychologists).
C. I will explore the benefits (professional service professional development, professional information
network, professional political) of national level professional affiliation.
_______________________ _______________________
Intern Date
_______________________ _______________________ School
Psychology Jennifer W. Shewmaker, Ph.D.
Supervisor Internship University Supervisor
40
Attachment D SPPC PI03
Field Supervision
Practicum or Internship Agreement
The practicum or internship participants agree to the general provisions of the internship program as
delineated in the ACU School Psychology Practicum and Internship Handbook, the Field Training &
Evaluation Plan (Job Description and Monitoring document), the regulations of the Texas State Board of
Examiners of Psychologists and the NASP Practicum and Internship Regulations. Formal acceptance is
indicated by signature(s) below.
INTERN:
_________________________________________ ____________________
Signature Date
__________________________________________ __________________________________
Address City, State, Zip
__________________________________________ __________________________________
Home Phone Work Phone
PRIMARY FIELD SUPERVISOR:
_________________________________________ ____________________
Signature Date
__________________________________________ __________________________________
Address City, State, Zip
__________________________________________ __________________________________
Home Phone Work Phone
FIELD SUPERVISOR (OTHER):
_________________________________________ ____________________
Signature Date
__________________________________________ __________________________________
Address City, State, Zip
__________________________________________ __________________________________
Home Phone Work Phone
UNIVERSITY SUPERVISOR:
_________________________________________ ____________________
Signature Date
__________________________________________ __________________________________
Address City, State, Zip
__________________________________________ __________________________________
Home Phone Work Phone
41
Attachment E SPPC PI04
Intern __________________________ Training Year ____________
FIELD TRAINING AND EVALUATION PLAN
Job Description and Monitoring Plan
The following activities are recommended percentage of time expected of the practicum or intern student
during the training semester/year. These activities will be evaluated formally at mid-semester/year and at
the end of the semester/year.
Activity Begin Mid End
% Point Point
DIRECT SERVICES
10 Consultation
10.1 - Parent/Family
10.2 - School Personnel
10.3 - Other Professional
10.4 - Multiple Consultees
20 Assessment / Interventions
20.1 - Direct Observation
20.2 - Evaluation: Standardized
20.3 - Evaluation: Informal
20.4 - Individual-Based Intervention
20.5 - Group-Based Intervention
20.6 - Miscellaneous, unaccounted
30 Direct Service Meetings
30.1 - Pre-referral
30.2 - Assessment & Classification
30.3 - Case conferences & Follow-up
30.4 - Miscellaneous, unaccounted
INDIRECT SERVICES
40 Professional Development
40.1 - Direct Supervision
40.2 - Inservices, Conferences, Direct training
40.3 - Orientation to School Setting & Organization
40.4 - Orientation to Other Child Care and
Community Services
40.5 - Study New Methods Intervention & Consult
50 Documentation & Research
50.1 - Logs
50.2 - Scoring & Report Writing
50.3 - Research
50.4 - Service Delivery Preparation
50.5 - Other
60 Indirect Service Meetings
60.1 - Administrative
60.2 - Miscellaneous, unaccounted
70 Travel / Miscellaneous
70.1 - Travel
70.2 - Miscellaneous
Student Signature at Mid Year ____________________________ End Yr __________________________
Field Supervisor Signature at Mid Year _____________________ End Yr __________________________
University Signature at Mid Year __________________________ End Yr __________________________
42
Attachment F SPPC PI05
EVALUATION OF THE QUALITY Mid / End (Circle)
OF PROFESSIONAL SERVICE Fall/Spring/Summer of 200__
PSYC ________
Intern/Practicum ________________________________ Site __________________
Field Supervisor ______________________________________________
Please rate the competency level of the student. Please rate realistically. Providing ratings that are 4’s on
every skill does not help the student or program in self-evaluation and skill development.
Rating: 1 Clearly below expected competency level, Problem area
2 Slightly below expected competency level
3 Competent for level of training
4 Very competent for level of training
NA Little opportunity to observe/Not Applicable
A. FIELD EXPERIENCE DIMENSIONS
1. INTERPERSONAL SKILLS
A. With students/clients 1 2 3 4 NA
B. With teachers/staff members 1 2 3 4 NA
C. In working as a team member 1 2 3 4 NA
2. INTERVIEW/CONFERENCE/ORAL COMMUNICATION
A. Empathetic/sensitive 1 2 3 4 NA
B. Organized, well prepared 1 2 3 4 NA
C. Comprehensive, collects needed information 1 2 3 4 NA
D. Presents well to teachers and parents 1 2 3 4 NA
E. Facilitates communication, participation 1 2 3 4 NA
F. Listens carefully 1 2 3 4 NA
3. DIRECT STUDY/OBSERVATION
A. Selects appropriate study methods 1 2 3 4 NA
B. Collects complete and accurate data 1 2 3 4 NA
C. Analysis/interpretation of data 1 2 3 4 NA
D. Intervention Design 1 2 3 4 NA
E. Evaluation/adaptation of intervention 1 2 3 4 NA
F. Evaluation/adaptation of program 1 2 3 4 NA
4. DIRECT SERVICES: ASSESSMENT
A. Cognitive assessment 1 2 3 4 NA
B. Diagnostic achievement assessment 1 2 3 4 NA
C. Social/emotional assessment 1 2 3 4 NA
D. Sensory/motor assessment 1 2 3 4 NA
E. Selection of assessment tools & techniques 1 2 3 4 NA
5. RECOMMENDATIONS
A Develops explicit recommendations 1 2 3 4 NA
B. Recommendations match problems 1 2 3 4 NA
C. Recommendations are practical/realistic 1 2 3 4 NA
D. Recommendations linked to data 1 2 3 4 NA
6. WRITTEN COMMUNICATION
A. Completes forms & paperwork as needed 1 2 3 4 NA
B. Reports are complete, precise & integrated 1 2 3 4 NA
C. Reports tactful & appropriate for teachers/parents 1 2 3 4 NA
43
7. TEAM COORDINATION AND MANAGEMENT
A. Developed good team management plan 1 2 3 4 NA
B. Seeks and facilitates the contributions of others 1 2 3 4 NA
C. Can process/integrate the contributions of others 1 2 3 4 NA
D. Coordinates Team effectively 1 2 3 4 NA
E. Understands/competently manages documentation 1 2 3 4 NA
8. DIRECT SERVICES: INTERVENTION
A. Behavioral Intervention 1 2 3 4 NA
B. Consultation with teachers 1 2 3 4 NA
C. Consultation with parents 1 2 3 4 NA
D. Counseling: Individual 1 2 3 4 NA
E. Counseling: Group 1 2 3 4 NA
F. Training (parent, social skills, friendship, etc.) 1 2 3 4 NA
G. Crisis Intervention 1 2 3 4 NA
9. DOCUMENTATION/RESEARCH
A. Completes logs accurately, punctually 1 2 3 4 NA
B. Researches assessment/intervention casework 1 2 3 4 NA
C. Intervention and/or Prevention project (crisis, specific needs, etc) 1 2 3 4 NA
10. PROFESSIONAL CONDUCT
A. Dependable/responsible to appointments 1 2 3 4 NA
B. Completes tasks promptly & on schedule 1 2 3 4 NA
C. Completes tasks thoroughly, no loose ends 1 2 3 4 NA
D. Knows & follows procedures, formal & informal 1 2 3 4 NA
E. Has developed good follow-up procedures 1 2 3 4 NA
F. Seeks advice, information as needed 1 2 3 4 NA
G. Effective communications: complete, frequent 1 2 3 4 NA
H. Initiates contact, self-starting, self-motivated 1 2 3 4 NA
I. Sensitive to multicultural and individual differences 1 2 3 4 NA
J. Knows and follows relevant special education laws (national, state) 1 2 3 4 NA
K. Knows and follows relevant ethical standards (national, state) 1 2 3 4 NA
11. MEASURABLE POSITIVE IMPACT 1 2 3 4 NA
B. OVERALL PERFORMANCE 1 2 3 4
Number of Clients ( ) Age Range of Clients ( - ) Total Placement Hours ( )
C. BRIEF SUMMARY OF STRENGTHS:
D. BRIEF SUMMARY OF AREA(S) WHICH NEED IMPROVEMENT:
Field Supervisor Signature __________________________ Date _____
Intern Signature ___________________________________ Date ______
University Supervisor ______________________________ Date ______
44
Attachment G
PRACTICUM/INTERNSHIP LOG OF PROFESSIONAL EXPERIENCE
INSTRUCTIONAL GUIDE1, 2, 3
This instructional guide defines each of the categories used to document your work during practicum and
internship.
DIRECT SERVICES
10.x CONSULTATION
Consultation refers to "problem solving" meetings with parents or professional staff. It is indirect service
provision where the focus is on the child or adolescent. Meetings may include problem Identification,
problem analysis, plan identification, and/or plan evaluation.
NOTE: Please code the consultation according to the person you consider the primary consultee (parent,
teacher, principal, psychologist, etc.). There are, of course, often multiple personnel present at
consultations. Please code your primary contact (or consultee). Consultation meetings may be formal
(organized, pre-arranged meeting) or informal (catching a teacher or staff member in the hall) and may take
place in a number of settings (home, school, clinic).
Category Description
10.1 Consultation that is focused on the child, and the parent or family member is
PARENT the primary contact. Meetings may take place in the home, at school (and may
FAMILY include the child's teacher) or in a clinic setting. Parent Interview is recorded
here.
10.2 Consultation where either teachers or professional staff who work directly
SCHOOL PERSONNEL with the child/adolescent are the primary consultee. Consultation with
administrators and/or program directors are also coded here. Teacher
Interview is recorded here
10.3 Consultation where primary contact is a person other than parent or school
OTHER personnel or professional staff member (i.e., Physician, Community-Based
PROFESSIONAL Psychologist, Social Worker). Time spent consulting with a peer or peers
about a specific case or issue should also be coded here.
10.4 Consultation where there are two Consultees (e.g., parent and teacher) or
MULTIPLE more.
CONSULTEES
45
20.x ASSESSMENT / INTERVENTIONS
All services provided directly to the client/child with an identified need. Activities where you are working
one on one, or in small groups with the person(s) who is/are in the focus of intervention.
Category Description
20.1 Code all direct systematic observations related to a specific referral. This may
DIRECT take place at home, at school, or be in a clinic setting.
OBSERVATION
20.2 The administration of standardized instruments such as the WISC-III,
EVALUATION: Woodcock-Johnson III, and any intellectual, social-emotional or academic
STANDARDIZED assessments is coded here.
20.3 Any assessment of a client that has not utilized a standardized instrument is
EVALUATION: coded here. Informal assessment refers to all assessments using criterion-
INFORMAL referenced or curriculum-referenced material as well as Informal Reading
Inventories (e.g. CBM).
20.4 Time spent working one on one with a client or a specific referral, and any
INDIVIDUAL-BASED time spent directly involved in the implementation of a behavioral or academic
INTERVENTION intervention is coded here. Included are individual/family counseling, parent
training where the focus is with a single family and teaching parenting skills,
and child counseling.
20.5 Time spent working with small groups or classes of clients teaching a specific
GROUP-BASED skill or addressing a specific issue are coded here. Such groups/classes would
INTERVENTION include parent training and social skill training groups or divorce and grieving
support groups.
20.6 Direct services not accounted for in any of the above categories.
MISCELLANEOUS,
UNACCOUNTED
46
30.x DIRECT SERVICE MEETINGS
Meetings to be coded here are all organized, predetermined meetings that take place at a practicum or
internship site or that are related to Practicum or internship cases and clients.
Category Description
30.1 Meetings where school personnel or professional staff discuss strategies to
PRE-REFERRAL address a specific problem and a specific client or child (i.e. Teacher
Assistance Team, Child Study Team).
30.2 Code here all meetings regarding the assessment and placement of
ASSESSMENT AND children/adolescents (i.e. ARD, D & E). Also include all meetings designed to
CLASSIFICATION update professional staff on case and/or client status (Follow-Up or Case
Progress Meetings, Staffings).
30.3 Include here support services, team meetings, triage, follow-up, coordination,
CASE CONFERENCES progress monitoring.
& FOLLOW UP
30.4 All meetings not specified above that are related to your practicum or
MISCELLANEOUS, internship setting dealing with direct services.
UNACCOUNTED
47
INDIRECT SERVICES
40.x PROFESSIONAL DEVELOPMENT
All activities related to professional growth and development.
Category Description
40.1 All Individual and small group supervision related to personal training issues
DIRECT SUPERVISION should be coded here. Activities in this category would include Practicum and
Internship supervision and Practicum class (case discussions).
40.2 Code here all meetings, conventions and workshops for professional growth
TRAINING (i.e. NASP, APA, TASP, TPA or DFW RASP Meetings), Practicum or
IN-SERVICE Internship meetings as well as Individual skill development and training other
WORKSHOPS, than individual supervision.
CONFERENCES
40.3 Orientation to school setting and organization includes meetings with
ORIENTATION TO Personnel Department regarding employment conditions and benefits,
SCHOOL SETTING & observation in regular, special and alternative education settings to become
ORGANIZATION familiar with school district services, or meetings designed to orient the new
employee.
40.4 Orientation to other child care and community services includes educative or
ORIENTATION TO orientation meetings with and/or observations in community child care or
OTHER CHILD CARE social service agencies, e.g. Child Protective Services, Homeless shelters for
AND COMMUNITY families, drug and alcohol abuse services, in-patient child and adolescent
SERVICES facilities.
40.5 Study new methods of intervention and consultation includes time spent
STUDY NEW researching, reading or observing new methods or techniques of counseling,
METHODS OF behavior management, instructional remediation, or consultation.
INTERVENTION &
CONSULTATION
48
50.x DOCUMENTATION/RESEARCH
"Documentation" refers to all formal and informal recording of internship/practicum activities such as
assessment reports, case notes, progress reports, and site, practicum and internship logs. "Research" is
related to all activities having to do with a specific project. Only those individual therapy cases taken
and/or intervention plans designed for the expressed purpose of an organized project are recorded here.
Category Description
50.1 Record here all time spent documenting your daily activities for placement
LOGS site, consortium, or practicum class.
50.2 Under scoring document all time spent completing any assessment protocol
SCORING & REPORT (i.e. intelligence, achievement, behavior checklist). Activities done to
Writing complete protocols may include scoring, recording additional behavioral
observations, completing identifying information and checking accuracy.
Under report writing document all time spent compiling and editing written
information regarding a client, such as assessment reports, case notes, and
progress reports.
50.3 All activities related to organized research. Research activities may include
RESEARCH reviewing literature, data collection, computer documentation, analysis,
design/formulation, professional readings, assigned or case-related library
work.
50.4 Preparation is defined as work done prior to a formal assessment, consultation,
PREPARATION FOR meeting, or intervention. Tasks in this category may include reviewing
SERVICE DELIVERY records, developing interventions, or reviewing assessment materials.
50.5 All other miscellaneous paper work not related to any of the previous
OTHER categories should be coded here.
60.x INDIRECT SERVICE MEETINGS
Category Description
60.1 Meetings with Administrators and/or staff to receive update information,
ADMINISTRATIVE review weekly activities/service provision, etc. (i.e. Faculty/Staff Meetings,
School Board, School Psychology meetings). Also included in this category
are all orientation-type activities and meetings.
60.2 All meetings not specified above that are related to your practicum or
MISCELLANEOUS, internship setting related to indirect services.
UNACCOUNTED
70.x MISCELLANEOUS / TRAVEL
70.1 All travel related to district and internship activities (e.g. travel between
TRAVEL buildings).
70.2 Record here activities not accounted for in the previous categories as well as
MISCELLANEOUS tasks specific to your practicum or internship site such as supervising lunch or
UNACCOUNTED recess, attending field trips, other group activities or school programs.
lAdapted from the Psychological Services Log Manual, Nebraska Internship Consortium
2Also adapted from Internship/Practicum log, School Psychology Program, Texas Woman’s University with approval
from D. Miller, Director
49
3 Also adapted from the Internship in School Psychology Handbook, University of Wisconsin: Eau Claire, Department
of Psychology.
Sample
PROFESSIONAL EXPERIENCE LOG
Consultation Assess / Interv. Meetings Prof. Devel. Docum/Res
10.1 Sch. Pers. 20.1 Dir. Obs. 30.1 Pre-Referral 40.1 Direct 50.1 Logs
Supervision
10.2 Parent / Family 20.2 Eval: Stand. 30.2 Asmt / 40.2 Direct 50.2 Scoring /
Classification Training Reports
10.3 Other Prof. 20.3 Eval: 60.1 Admin. 40.3 Orient School 50.3 Research
Informal.
10.4 Multiple 20.4 Interv: 30.4 Case Conf. & 40.4 Orient 50.4 Prep.
Individual. Follow Up Community
20.5 Interv: Group. 60.2 Misc. 40.5 Study New 50.5 Other
Unaccounted Methods
20.6 Miscell 00 Miscellaneous
Sample Log -
Date Sch Site Hrs Activity Comments
22-Sep MHS DISD 4.5 20.1,20.2 D2 (Diagnostic case 2), MHS: Memorial
High School Dallas ISD
23-Sep MHS 1.5 50.2 W3 (WISC III)
23-Sep MHS 2.0 50.5, 10.1 Case 3: W3, Teacher Interview
Total Hours ___8___ Verified by: ______________________
Signature
Date: ____________________________
Preparation Notes: (For best results use a spreadsheet program such as MICROSOFT EXCEL)
1. Always leave space for verification signature AT THE BOTTOM OF THE PAGE.
2. Under ACTIVITY column, Insert a comma (,) for single code entries as In ,52 above (Excel only).
3. Highlight TOTAL HOURS space, hit EQUALS (=), touch/highlight each HRS space with a number and
then hit ENTER to get a total In the TOTAL HOURS space.
4. Enter 9-22 for date (September 22).
5. Print without border lines by changes in PAGE SET UP.
6. Save a copy of the log master in your EXCEL program for other school psychology program courses.
7. The first time a new location, assessment procedure or name Is used, write it out completely. Then you
may use the symbol system or acronym (e.g., Dl = diagnostic case 1) for the rest of the semester or
later if in the same placement for both semesters (a full year placement).
1A special thanks is given to the School Psychology Program Director of Texas Woman’s Univeristy for
sharing their internship materials on which large portions of the ACU internship Handbook were patterned.
50
Attachment H SPPC PI07
Practicum and Internship Log
Date Site Hrs Activity Comments
51
Attachment I SPPC PI08 Name__________________________
ACU School Psychology Semester/Year ___________________
Start Date _______________________
Weekly FIELD LOG End Date _______________________
Days: From ____ To ____ Days: From ____ To ____
Activity 1 2 3 4 5 Total 1 2 3 4 5 Total
DIRECT SERVICES
10 Consultation
10.l - Parent/Family
10.2 - School Personnel
10.3 - Other Professional
10.4 - Multiple Consultees
Subtotal Consultation
20 Assessment/Interventions
20.1 - Direct Observation
20.2 - Evaluation: Standardized
20.3 - Evaluation: Informal
20.4 - Individual-Based Interv
20.5 - Group-Based Interven
Subtotal Direct Svcs
30 Direct Service Meeting
30.1 - Pre-referral
30.2 - Assessment & Classification
30.3 - Case confs & Follow-up
30.4 - Misc, unaccounted
Subtotal Meetings
INDIRECT SERVICES
40 Professional Development
40.1 - Direct Supervision
40.2 - Inservices, Conferences,
Direct training
40.3 - Orientation to School
Setting & Organization
40.4 - Orientation to Other Child
Care & Community Svcs
40.5 - Study New Methods
Intervention & Consult
Subtotal Prof Dev
50 Document/Research
50.1 - Logs
50.2 - Scoring/Report Writing
50.3 - Research
50.4 - Service Delivery Prep
50.5 - Other
Subtotal Docum/Research
60 Indirect Service Meetings
60.1 - Administrative
60.2 - Micellaneous, unaccounted
Subtotal Indirect Serv Meet
70 Travel / Miscellaneous
70.1 - Travel
70.2 - Miscellaneous
Subtotal Travel/Miscell
Daily Total
Cumulative Total
52
Attachment J SPPC PI09 Name__________________________
ACU School Psychology Semester/Year ___________________
Start Date _______________________
CUMULATIVE FIELD LOG End Date _______________________
Week:
Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
DIRECT SERVICES
10 Consultation
10.l - Parent/Family
10.2 - School Personnel
10.3 - Other Professional
10.4 - Multiple Consultees
Subtotal Consultation
20 Assessment/Interventions
20.1 - Direct Observation
20.2 - Evaluation: Standardized
20.3 - Evaluation: Informal
20.4 - Individual-Based Interv
20.5 - Group-Based Interven
Subtotal Direct Svcs
30 Direct Service Meeting
30.1 - Pre-referral
30.2 - Assessment &
Classification
30.3 - Case confs & Follow-up
30.4 - Misc, unaccounted
Subtotal Meetings
INDIRECT SERVICES
40 Professional Development
40.1 - Direct Supervision
40.2 - Inservices, Conferences,
Direct training
40.3 - Orientation to School
Setting & Organization
40.4 - Orientation to Other Child
Care & Community Svcs
40.5 - Study New Methods
Intervention & Consult
Subtotal Prof Dev
50 Document/Research
50.1 - Logs
50.2 - Scoring/Report Writing
50.3 - Research
50.4 - Service Delivery Prep
50.5 - Other
Subtotal Docum/Research
60 Indirect Service Meetings
60.1 - Administrative
60.2 - Micellaneous, unaccounted
Subtotal Indirect Serv Meet
70 Travel / Miscellaneous
70.1 - Travel
70.2 - Miscellaneous
Subtotal Travel/Miscell
Daily Total
Cumulative Total
53
Attachment K SPPC PI 06
ACU: School Psychology Program End of Semester
PRACTICUM/INTERNSHIP SUMMARY FORM Fall / Spring / SSI / SSII 200__
For use in PSYC ____, PSYC _____, & PSYC ______
Course # ___________________ Title __________________________
Student ____________________ SS# ___________________________
Directions: Please type all responses as this report will become part of the student's ACU permanent file.
I. Placement Information
Field
Site _________________________ Supervisor _________________________________________
School, Agency, Institution
____________________________ Title ______________________________________________
Address
_____________________________ ____________________________
City, State, Zip Phone (Area & Number)
II. Characteristics of Placement Setting
Age (Range) ________ Number of Clients ______ Total Placement Hours ____
III. Service Provided with Regular Education Clients (enter number of hours)
Activity PS ES MS HS Adult Activity PS ES MS HS Adult
File Review or Direct Training
Interview (Teacher, staff, peer)
Observ / Data Collec Teacher Consultation
Evaluation / Parent Consultation
Assessment or Counseling
Written Report / Parent Training
Case Management
ARD Team Partic. Counseling Child
Supervise others Other:
IV. Service Provided with Special Education Clients (enter number of hours)
Activity PS ES MS HS Adult Activity PS ES MS HS Adult
File Review or Direct Training
Interview (Teacher, staff, peer)
Observ / Data Collec Teacher Consultation
Evaluation / Parent Consultation
Assessment or Counseling
Written Report / Parent Training
Case Management
ARD Team Partic. Counseling Child
Supervise others Other:
54
V. Summary Evaluation of Performance
____ Not Acceptable. Student remediation needs include: ______________________________________
_____________________________________________________________________________________
_____ Acceptable. Goals for future practice or supervision include: _______________________________
_____________________________________________________________________________________
Intern Signature ____________________________________________ Date _________________
Field Supervisor Signature ____________________________________ Date _________________
University Supervisor Signature ________________________________ Date _________________
55
Attachment L
National Association of School Psychologists
Internship Experiences at the Specialist or Doctoral Level
Suggested Practices
The internship has the basic characteristics of allowing the student to demonstrate skill proficiencies
acquired during formal training on campus and to acquire additional knowledge and skills most
appropriately gained through field placement settings. The internship experience is characterized in the
following manner:
1. It is generally offered in school settings and in other agencies serving children from infancy to late
adolescence.
2. Supervision and principal responsibility for the student typically rest directly with the local off-campus
agency, although indirect supervision is provided by the university.
3. The experience is typically offered for academic credit.
4. The experience occurs after the successful completion of practica.
5. The experience is a requirement for credentialing.
6. The experience is far less limited than the practicum experience and allows the intern to be exposed to
cases, situations, etc., that are considered representative of the role and function of the school
psychologist.
7. The experience occurs on a full-time basis over a period of one academic year, or on a half-time basis
over a period of two consecutive academic years.
8. The experience is primarily a training activity and provides a balance of training and service objectives
and functions.
9. On-campus course work is reduced in proportion to the demands of the internship experience.
The internship is an intense and diversified experience as compared to the practicum placement and
requires the provision of close supervision.
Training programs have written guidelines, which specify the academic and non-academic experiences
prerequisite to the internship placement. Those guidelines are employed in determining whether or not
students are adequately prepared for the internship experience.
A written plan for the internship experience is prepared and agreed upon by representatives of the local
educational agency, the intern supervisor(s), training program supervisory staff and the intern, prior to the
placement. Such plans identify internship objectives, describe appropriate experiences for the achievement
of the 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.
The intern seeking credentialing as a school psychologist must have internship experiences in a school
setting. Though other settings may be incorporated into the internship experience, the school setting shall
constitute at least 600 clock hours of the internship experience. Where additional settings are employed, a
rationale specifies its appropriate relationship to the practice of school psychology.
The school setting has the availability of:
a. children of all school ages,
56
b. pupil personnel services functioning within a team framework,
c. full-range services for handicapped children of both high and low incidence,
d. regular and special educational services at the preschool, elementary and secondary levels,
e. at least one certified school psychologist having at least two years of full-time school psychologist
experience or the equivalent whom serves as the internship supervisor.
It is not essential that the above all be provided within the context of the local educational agency to which
the intern is assigned. However, it is essential that all elements be available and integrated into the
internship experience. Thus rural districts participating in joint agreements, special education districts and
other administrative arrangements for the provision of special services are considered equally appropriate
as internship settings to larger educational agencies which provide all elements as part of their educational
programs.
The required school-based internship experience is provided off campus in a local educational agency.
While the authority for providing internship credit and grades rests with the university faculty, primary
responsibility for intern supervision usually rests with appropriately credentialed local educational agency
personnel.
Local supervision is provided by a person(s) holding a valid credential as a school psychologist, who is
employed full-time as a school psychologist in the local educational agency and who has held such
employment in that agency for a minimum of one school year prior to undertaking supervisory
responsibilities. In non-school settings, supervisory personnel hold an appropriate credential for that
setting.
Program faculty are responsible for providing appropriate orientation to non-program supervisors. This
facilitates the clarification of the role and function of all parties and assists the non-program supervisors in
carrying out responsibilities in a manner consistent with the training objectives.
Both local and university supervisors demonstrate active involvement in the profession as evidenced
through professional association memberships, scholarly pursuits, experience and professional competence,
and continued professional development.
A. Contract and salary:
A written contractual agreement is prepared and agreed to by both the local educational agency and the
intern school psychologist. The contractual agreement specifies the time period and salary provided. When
financially possible the intern is provided a salary commensurate with his or her level of training,
experience and period of appointment. Contractual agreements are not entered into which require the intern
to remain in the employment of the local educational agency beyond employment during the internship.
Moreover, such arrangements do not specify in advance that employment for the intern is guaranteed
beyond the internship.
B. Schedule of appointment:
The intern is assigned to the same schedule and calendar time as are other school psychology staff
employed by the local educational agency. Experiences such as inservice meetings, conferences, etc.,
participated in by local educational agency school psychologists are also expected of interns. Like
regularly employed psychological services personnel, the intern evidences a commitment to the provision
of psychological services not necessarily reflected in hourly schedules.
C. Awareness of the need for continued professional development:
It is important that continued professional development be recognized as a significant aspect of the
internship. The intern is expected to participate in scheduled appropriate university, regional and state-
57
wide meetings for school psychologists. The opportunity to participate in national level meetings is also
strongly encouraged. The appropriation of reimbursement monies is strongly encouraged. When
reimbursement or other financial support is unavailable, released time for attendance at professional
meetings is provided. In instances where released time is judged to detract from the provision of the
internship experiences as planed, an agreement may be reached in which the intern serves additional time
beyond the contractual schedule or calendar.
D. Travel expenses:
The provision of appropriate internship experiences often requires job-related travel. When such exists, the
intern is provided reimbursement consistent with policies of the local educational agency.
E. Work environment:
The provision of quality psychological services requires a supportive work environment. The local
educational agency ensures that the intern is provided adequate supplies and materials to carry out the
functions of the internship. In addition, adequate privacy of office facilities and access to secretarial
assistance is maintained. The physical plant has available central office facilities for files, professional
library, storage of supplies and material, and telephone services. Access to office equipment such as
duplication devices and recording equipment is also provided. These provisions are consistent with the
availability afforded regular staff members.
F. Provision of supervision:
The local educational agency ensures that supervisory personnel meet the criteria specified in Standard 6.7.
Released time for personal supervisory contact with each intern in the amount specified above and the
maximum number of interns to be served is afforded the supervisor. In order, to provide the quality of
internship supervision required, local educational agency supervisors are granted the equivalent of one
work day per week of assigned time for each intern supervised, with full-time assignment of duties granted
to the supervision of six interns. In no instance shall more than six interns be assigned to one supervisor.
G. Training commitment:
The local educational agency is committed to the internship as basically a training experience. The
appointment of interns as a means of acquiring less expensive services is inappropriate. Interns are
expected to engage in tasks appropriate to the completion of the plan of internship. The intern is not asked
to serve in any capacity other than for which he or she was appointed. Tasks requiring teaching assignment
, playground or other supervision, etc., indigenous to the roles of other school personnel are included only
when there is a specific rationale related to the completion of the internship objectives.
A specific plan of internship evaluation is provided. The plan includes provisions for the evaluation of all
significant aspects of the internship experience, including:
a. the experiences provided by the local educational agency,
b. the quality of local supervision,
c. the quality of university supervision,
d. the competencies of the intern,
e. the suitability of the setting for future internships,
f. the suitability of the intern's preparation for internship.
Procedures are designated which recognize the importance of due process, respecting the rights and
privileges of the parties involved. In most instances, the assignment of academic credit to the experience
necessitates that the university personnel or specifically designated representatives have authority for the
official specification of the grade. Significant input of local supervisory personnel to the internship must be
indicated. Evaluation procedures indicate a process, which allows for ongoing evaluation during the
internship as opposed to any single evaluation occurring at the end of the experience. Evaluation is the
combined responsibility if all parties involved, including local supervisors, interns and university faculty.
58
