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SY 6010 Web SUM 09 Syllabus

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SY 6010 Web SUM 09 Syllabus Powered By Docstoc
					                              PLYMOUTH STATE UNIVERSITY

                         of the University System of New Hampshire

                                  College of Graduate Studies

                            FOUNDATIONS OF SCHOOL PSYCHOLOGY

SY 6010                                                    Leo R. Sandy, Ed.D., NCSP
SUM 09, R 104                                              38 Mountain Vista Drive
Tel. 535-2287 (W), Fax. 535-2879                           New Hampton, NH 03256
Email: lsandy@plymouth.edu                                 Tel. 279-4271 (H)
URL: http:oz.plymouth.edu/~lsandy/home.html

Office Hours: By appointment.

    In addition to producing students who are culturally literate, intellectually reflective, and
 committed to lifelong learning, high quality education should teach young people to interact in
    socially skilled and respectful ways; to practice positive, safe, and healthy behaviors; to
 contribute ethically and responsibly to their peer group, family, school, and community; and to
possess basic competencies, work habits, and values as a foundation for meaningful employment
                          and engaged citizenship/ Greenberg et al, 2003

REQUIRED TEXT

Merrill, K.W., Ervin, R.A., & Gimpel, G.A. (2006) School psychology for the 21st century.
   New York: The Guilford Press
WebFolio software license

RESOURCES APA Style: http://owl.english.purdue.edu/owl/resource/560/01/
       My Web Page: http://oz.plymouth.edu/%7Elsandy/links.html


EVALUATION

*   Class Participation (includes punctuality and attendance)               20%
*   Outline of Evolution of School Psychology due 7-13                       5%
*   Paper on Record Keeping Laws due 7-13                                    5%
*   Matrix of Laws Governing Education due 7-15                              5%
*   Paper on Prevention and Pre-referral Problem Solving due 7-15            5%
*   School Psychology Review Article due 7-20                                5%
*   Descriptive/Collaborative Article Review due 7-22                        5%
*   Flow Chart of School Organization due 7-27                               5%
*   Portfolio Presentation (all 8 standards) 7-27                           20%
*   Interview/Pre-Practicum Paper due 11-16                                 25%
                                                 2



                   PARTICIPATION/ATTENDANCE GRADING POLICY

       Number of Absences Level of Participation                    Grade

               0                             HIGH                             A/A-
               0                             AVERAGE                          B+/B
               0                             LOW                              B-/C+

               1                             HIGH                            B
               1                             AVERAGE                         B-
               1                             LOW                             C+


For 2 unexcused absences, the course grade will be no higher than C+. For 2 excused absences
(or 1 excused and 1 unexcused), an incomplete grade can be given and the classes missed made
up the next time the course is given. For 3 or more absences (excused or unexcused), the course
will need to be retaken.


COURSE DESCRIPTION

This survey course will introduce students to the areas of assessment, treatment and prevention
of learning, behavior and emotional problems in school age children. Students will become
familiar with a variety of psychological issues within a school environment. Students will
become familiar with testing inventories as well as alternative ways of assessing children with
difficulties. Ethical topics and procedures will be discussed. Students will be required to
demonstrate professionalism, academic and personal integrity and become familiar with the
diverse role and responsibilities of school psychologists. The course will also determine the
suitability of students to enter the profession. There is a 25 hour field pre-practicum component
to the course that will completed in the fall for Summer term students.

COURSE TOPICS

WebFolio Techniques
Learning Theory
Ethics
Emotional and Behavior Disorders
Students with Special Needs and Differentiated Instruction
Consultation and Collaboration Models
Mental Health Assessment and Counseling
Impact of Culture and Community
Personal, Social and Emotional development
Cognitive development, Language Learning Abilities and Learning Problems
Motivation, Behavior Management and Teaching
                                                 3

Learning Environments
Classroom Management
Diagnosis and Treatment of Major Disorders
Assessment: Intellectual, Diagnostic/Achievement, Behavioral and Social/Emotional

ESSENTIAL QUESTIONS

o      What is school psychology?
o      How has school psychology evolved?
o      How does being a “guest” in the school affect the role of the school psychologist?
o      What are the roles and functions of a school psychologist?
o      What kinds of tools and procedures do school psychologists use to assess children?
o      How are school psychologists prepared and assessed?
o      What are the ethical standards that inform the work of school psychologists?
o      What are critical issues in the practice of school psychology?
o      How do school psychologists advocate for children?
o      What is the future of school psychology?

ASSIGNMENTS:

       * Outline of Evolution of School Psychology: This is an outline of major steps in the
evolution of school psychology from its inception to the present. This meets the standard 1 e 1
History and foundations of school psychology

        * School Law, Ethics, Technology and Record Keeping: This paper involves a summary
of the law/ethics that governs record keeping specifically with the use of technology. It meets
standard 5 b Ability to record and organize clear and useful records in a confidential manner, in
keeping with state and federal law

        * Matrix of Laws Governing Education: This is a listing of the major laws that have
affected education. It meets standard 1 b 4 Education law

        * Article Reviews: The first paper relates to The Descriptive-Collaborative Approach to
Psychological Report Writing and focuses on the necessity of involving parents in the
interpretation of test results because the child’s responses are better understood in context, and
parents usually know their children better than anyone. This also meets standard 2. 6.
Communicate effectively, in written and oral form, findings and recommendations to parents,
classroom teachers, and other educational personnel. The second paper involves a choice of a
scholarly, peer reviewed article published in the School Psychology Review. This is intended to
familiarize students with the diverse scientific research that is being conducted in the field of
school psychology.

        * Flow Chart of School Organization: This is a one page chart depicting lines of authority
in a school district. It meets standard 1 b 3 Organization and operation of schools
                                                 4

        * Paper on Prevention and Pre-Referral Problem Solving. This paper focuses on the role
of the school psychologist prior to a formal referral to special education. It emphasizes the
importance of prevention and those activities that can assist teachers to develop strategies that
address problems before they reach the level of special education referral and placement.
Response to Intervention (RTI) is an example of preventive intervention. This meets standard 5.
a. 2. Prevention, including pre-referral problem solving.

        * Portfolio Presentation: Students will present all 9 standards for the course on-line using
the four part format: Narrative, A Description of the Artifact, How the Artifact Enhanced
Knowledge of the Standard, and the Artifact.

        * Interview/Pre-Practicum Paper: This paper combines a 25 hour field experience with an
interview of the supervising school psychologist so that students can get a sense of the roles and
functions of a school psychologist, the ethical dilemmas that they face in that role, areas of
advocacy, and an advocacy action. This paper addresses standard 1 e. 2 & 4 Legal and ethical
issues; and Roles and functions of the school psychologist. This paper should use the APA format
and make explicit connections to the text material. For summer students, this will be done in
the fall in which case incomplete grades will be given. This assignment must be turned in
by November 16.

The paper will use the following headings:

I. INTRODUCTION:
     -include a brief description of the school setting and school psychologists’ academic and
        professional experience, work setting, clientele, etc. with anonymity)

II. ANALYSIS:
     -a summary of observations made about the duties and roles of the school psychologist
     -a summary of key points of the interview, the inclusion of an ethical
          dilemma that is ongoing or has been resolved, and an area of potential advocacy
     -provide specific and explicit allusions to the reading throughout the discussion

III. CONCLUSION:
      -your own personal thoughts and feelings about the pre-practicum experience and interview
             discussion about your own decision to pursue school psychology as a field and how the
             pre-practicum experience and interview influenced this decision
      -a statement about your own personal qualities that are suited to the role of school
             psychologist
      -concerns and issues that may have arisen in the pre-practicum experience and interview
            that suggest potential challenges as well as tentative plans to address them, e.g., how
            would you have dealt with some issues you observed?
     - a description of areas of need identified in the pre-practicum experinece and interview
            that may provide the opportunity for advocacy through political and social activism
                                                   5

IV. ADVOCACY ACTION
     -a specific action by way of a written letter and stamped and addressed envelope to a
          newspaper, magazine, senator or congressman, or to any local, state, or national
          policy maker relative to a policy or program that would benefit children and/or
          families. It can be in support of a bill or program or against the elimination of a
          service (I will read the letter and mail it).
     -other with approval by instructor (see advocacy competencies)


COURSE OBJECTIVES

Students will:

       *Discuss problem-solving approaches to the assessment, diagnosis,treatment and
              prevention of learning, behavior and emotional disorders in children and
              adolescents who live in a culturally diverse society (Knowledge)
       *Discuss empirically supported procedures and methods in the
               assessment, diagnosis, prevention and treatment of learning, behavior
              and emotional problems in children and adolescents (Experience)
       *Discuss psychological science as it applies to the education and socialization
              of children and adolescents who live within a culturally diverse society (Holism)
       *Identify ethical principles and professional standards associated
              with the delivery of psychological services to children, youth and families.
              (Commitment)
       *Demonstrate effective understanding of the use of consultation
              methods with teachers, school administrators and parents (Collaboration)
       *Discuss current psychological research as applied to school psychology practice
              (Knowledge, Experience)

Incomplete grades are strongly discouraged and should only be requested for emergency
situations. If an IC grade is given, students will have one full semester to complete the course
requirements. After that, the registrar will record an F grade that will stand, and the course will
have to be retaken if it is a requirement.

Drafts of papers are accepted no later than two weeks prior to the due date. Late and redone
assignments/papers will receive a significantly reduced grade.

Note: The assignments are designed to not only show learning of the course content but also to
provide artifacts for state certification. Thus, it is not sufficient just to “cover” material but to
provide specific assignments that show evidence of knowledge of the standards. Reading and
discussing these topics do not provide verification of learning.
                                                 6

COURSE FORMAT

Each meeting will involve a discussion of readings and lecture-discussion. There will also be
guest speakers, panels, videos, demonstrations, simulations, and activities that highlight the role
of school psychologists. Students will do test critiques, review articles and conduct observations
and interviews of school psychologists and report their findings in class.


CLASS SCHEDULE AND READING ASSIGNMENTS

July 8         Introductions, Syllabus, An Overview of School Psychology, Roles of School
                       Psychologists, Ethics, School Psychology State Standards, The Portfolio
                       Format, New Hampshire State Standards, and Student Handbook
                       Promoting Parent Involvement, Outcomes of Parental Involvement,
                       Implementing the “Senior Partner” Role of Parents at Staffings and IEP
                               Meetings
                Preparing the Webfolio: Speaker: Royce Robertson
                Readings: Ch. 1 & 2, Introduction and Historical Context of School
                              Psychology
                Ethics Overview: Introduction and Professional Competency and
                              Professional Relationships, A-C, pp.317-321
                Video: A Social Mandate for Counselors

July 13        Special Education: Types and Frequencies of Children with Special Needs,
                      IDEA, The Child Study Team, the Referral Process, the IEP, the LRE:
                      The Sequence of Special Education Placements, and The Major
                      Exceptionalities
               Speaker: TBA
               Readings: Ch. 3 & 4, Responding Effectively to Cultural and Linguistic Diversity
                      and Training and Credentialing Issues
               Ethics Overview: Professional Relationships, D-F, pp. 321-322
               Videos: Families of Young Children with Special Needs: Understanding
                      Families and Involving Families in Education
               Due: Essay on Legal and Ethical Requirements of Technology-Based
                      Record Keeping & Outline of Evolution of School Psychology

July 15        Achievement Testing; The Theater of the Oppressed; Assessment, and
                      Learning Disabilities
               Readings: Ch. 5 & 6, Employment Trends, Opportunities, and Challenges &
                      Legal and Ethical Issues
               Ethics Overview: Professional Practices, A-C, pp. 322-323
               Speaker: TBA
               Video. F.A.T. City or Snapshots: Learning Disabilities
               Due: Matrix on Laws Governing Education and Pre-Referral Problem
                      Solving Paper
                                          7

July 20    Mental Retardation, The Wechsler Intelligence Scale for Children Fourth
                Edition: Demonstration and Overview & ADHD
           Readings: Ch. 7 & 8. Facilitating Change through Problem Solving, and
                Assessment
           Ethics Overview: Independent Practice and Professional Practices, pp. 323-327
           Speaker: Assessment and Intervention of Attention Deficit Disorder: TBA
           Video: Understanding ADHD
           Video Clip: Snapshots: Mental Retardation
            Webfolio Formatting and Preparation: Royce Robertson
            Due: Article Review from School Psychology Review

July 22   The Descriptive-Collaborative Approach to Psychological Report
                  Writing; Supervision of School Psychologists and Functional
                 Behavior Assessment and Projective Tests and other Social/Emotional
                 Measures
          Readings: Ch. 9 & 10: Prevention and Intervention: Academics, Mental Health,
                 and Social-Emotional Behavior
          Guidelines for School Psychology Services, Intro to Guideline 1-4, pp. 327-330
          Guest Speaker: Assessment and Intervention of Emotional/Behavior Disorders
          Video Clip: Snapshots: Emotional/Behavior Disorders
          Due: Reflection Paper on “The Descriptive-Collaborative Approach to
                 Psychological Report Writing”

July 27   Presentation of Portfolios
          Speaker: TBA
          Readings: Readings: Ch. 11 & 12, Facilitating Systemic Change & Research
                 and Evaluation & Best Practices in Promoting a Positive School Climate
                 (Handout)
          Guidelines for School Psychology Services, Guidelines 5-8, pp. 330-335
          Video: The IEP Meeting: Roles and Responsibilities
          Due: Flow Chart of School Organization and Portfolio 8 Standards

July 29   Course Evaluation, Course Overview, Review of Pre-Practicum/Interview
                 Paper Format & Presentation of Portfolios
          Ch. 12 & 13, Research and Evaluation, and The Future of School
                 Psychology
          Guidelines for School Psychology Services, Guidelines 5-7, pp. 335-337
          Discussion of Journal Papers
          Pre-Practicum Paper due
                                                8


                                   Plymouth State University
                                  Council of Teacher Education
                                             CHECK

                      Modified for Counselors and School Psychologists

Commitment
We define commitment as dedication, perseverance, and individual and social responsibility. Our
candidates are committed to lifelong learning and to increasing self-knowledge. They are
committed to the beliefs that all students can learn and that education has the power to transform
individuals and the greater society. Our teacher/counselor/school psychology candidates
recognize the responsibility of those in the helping professions to take a thoughtful and critical
stance towards themselves and their profession.

Holism
Our holism perspective involves affirming diversity and understanding the “whole child” within
the family, community and cultural context. It includes working towards an integrated
curriculum and recognizing how we as helpers are shaped by our own experiences and culture.
This holistic perspective shapes our larger vision.

Experience
Experience allows us to put theory into practice. We provide opportunities for experiential
learning that serves communities and schools so that our candidates can do the same for their
students. Experience also involves constantly renewing skills and knowledge within one’s
discipline.

Collaboration
Collaboration involves working with students, families and colleagues effectively within the
helping context toward shared goals, demonstrating respect and openness towards diverse
perspectives, and confronting and resolving conflicts effectively and respectfully. Collaboration
enhances teaching, counseling, school psychology and learning, and is an essential part of
developing the capacity to lead.

Knowledge
Knowledge refers to understanding the theory, content, methods, and materials and technologies
of one’s field, as well as understanding child, and adolescent development, learning processes,
and student motivation within the familial, community, and cultural contexts in which children
grow and learn. Helping that addresses all learners combines a knowledge of students and one’s
subjects within the cultural, social and institutional context.
                                                  9


            Diversity Framework for Teacher Education at Plymouth State University

                        Modified for Counselors and School Psychologists

Each counselor/school psychologist candidate at Plymouth State University, by the conclusion of
her or his program, will be able to:

       Critically examine her or his own identity, and accept that our background and
       experiences shape our view of the world

       Learn from and about students, families and communities

       Identify and empathize with and accept students from diverse backgrounds

       Become a multicultural person by exploring and learning to understand the experiences
       and values of others

       Confront racism and other biases in her/himself, her/his classroom, and in schools and
       other institutions in society

       Demonstrate commitment and skills to act as a change agent

       Implement culturally responsive teaching, counseling and assessment practices


Multicultural Education A comprehensive approach to education that identifies, challenges and
rejects all forms of discrimination in schools and society and accepts and affirms the pluralism
(ethnic, racial, linguistic, religious, economic, gender, age, etc.) that students, their communities
and teachers reflect. Multicultural education is not an add-on program, but is fundamental to
every aspect of the education process: curriculum, pedagogy, policy, and interactions among
students, teachers, school personnel, families and community members. Multicultural education
promotes democratic principles of social justice and thoughtful transformation of schools and
society.

Culture The values, traditions, social and political relationships, worldviews and ways of living
created, shared, and transformed by a group of people bound together by a community or
commonalities. This commonality can be self-defined or imposed by others. Culture is socially
constructed, learned implicitly and explicitly, dynamic and contextual, and multi-faceted. It
influences development, learning, beliefs, identity, values, and interactions.

Linguistic Diversity Language is fundamental to identity and to learning. Language embodies
culture and provides a vital connection to family and community. One’s native language is a
foundation for future learning. The ways in which teachers, counselors, school psychologists and
schools respond to students’ language and dialect has profound influence on their learning.
Language differences must not be viewed as deficits.
                                                  10


Dynamics of Power and Privilege Most definitions of racism and discrimination obscure their
institutional nature. Discrimination is not simply an individual bias; it is above all an institutional
practice. The major difference between individual and institutional discrimination is the wielding
of power, because it is primarily through the power of the people who control institutions such as
schools that discriminatory policies and practices are reinforced and legitimated. Prejudice and
discrimination, then, are not just personality traits or psychological phenomena; they are also a
manifestation of economic, political, and social power. (Nieto, 2000, p. 37). Policies and
practices rooted in discrimination have a harmful effect on groups that share a particular identity,
be it racial, ethnic, gender, socioeconomic status, or other (Nieto, 2000, p. 35).

Student Achievement All students have talents and strengths, and are capable of high levels of
learning. School characteristics that have been found to make a positive impact on student
achievement include an enriched and more demanding curriculum, respect for students’
languages and cultures, high expectations for all students, and encouragement of parental
involvement (Nieto, 2000, p. 245). Educators, counselors and school psychologists have the
responsibility to implement comprehensive and collaborative opportunities for family
involvement because family involvement has been shown to enhance student achievement.

This course meets the following School Psychology Standards:

Std. 1.b Foundations of Education

3. Organization and Operation of Schools
To meet this standard, students will develop a flow chart to show the organizational structure of
schools

4. Educational Law
To meet this standard, students will prepare a matrix of the major laws governing education

Std. 1.e Professional School Psychology

1. History and foundations of School Psychology
To meet this standard, students will prepare an outline depicting the evolution of school
psychology as a profession

2. Legal and Ethical Issues
To meet this standard, students will include in an interview paper with a school psychologist on a
legal/ethical issue and prepare a matrix on the major laws related to school psychology
                                                11

3. Professional Issues and Standards
To meet this standard, students will students will interview a practicing school psychologist on
the topic of professional issues and standards. The paper on technology and record keeping also
addresses this standard

4. Roles and Functions of the School Psychologist
To meet this standard students will write a paper combining an interview with a school
psychologist and a reflection on their 25 hour pre-practicum experience

Std. 2. 6. Communicating Effectively, in written and oral form, findings and recommendations
to parents, classroom teachers, and other educational personnel
To meet this standard students will write a reaction paper to “The Descriptive-Collaborative
Approach to Psychological Report Writing”

Std. 5.b. Ability to record and organize clear, and useful records, in keeping with state and
federal law .
To meet this standard students will write a paper involving a summary of the law/ethics that
governs record keeping

Std.5 a 2 Prevention, including pre-referral problem solving.
To meet this standard, students will write a paper on the role of school psychologists in
prevention and pre-referral problem solving

All of the above standards will also be included in a portfolio to be presented prior to, during
and at the end of the internship.

Graduate Education Mission

      Commitment to providing outreach and services to students, businesses, industries and
            schools across the state
      Commitment to strive to be responsive to the various needs of the state and the region
      Promotion of the abilities to assume the responsibilities of citizenship, to appreciate the
           power of the cultural arts
      Offer high quality professional degree programs

       I.      Goals of all graduate programs
               1.     Provide real world relevance
               2.     Offer practical application of information
               3.     Promote research and best practices
               4.     Offer opportunities for students to reach personal and professional goals
               5.     Promote personal and professional reflection

       II.     Hallmarks of graduate programs
               1.    Leadership and Advocacy
               2.    Scholarship, Action and Application
               3.    Reflection and Innovation
                                                12

               4.     Professionalism and Service
               5.     Global Awareness and Social Responsibility

The curriculum of graduate programs is viewed as national standards-based, integrated, and
culturally responsive. The curriculum is designed to develop professional competence in ethics,
research and communication.

        III.   Dispositions / Perspectives (as adapted from Harvard Business Review, Nov.
2003)

Graduate students need to possess five perspectives - Ability to manage:

               1.     self: the reflective mind-set
               2.     organizations: the analytic mind-set
               3.     context: the worldly mind-set
               4.     relationships: the collaborative mind-set
               5.     change: the action mind-set (Goslig & Mintzberg, 2003)

        IV.    Core Propositions of the National Board for Professional Teaching Standards

These standards are incorporated and promoted in the certification courses and activities of the
professional teacher education programs:

               1.     Teachers are committed to students and their learning.
               2.     Teachers know the subjects they teach and how to teach those subjects to
                            students.
               3.     Teachers are responsible for managing and monitoring student learning.
               4.     Teachers think systematically about their practice and learn from
                            experience.
               5.     Teachers are members of learning communities.
                                                  13




The following proposal made by UNESCO, the United Nations General Assembly
in 1998 (resolution A/52/13) defined the Culture of Peace as consisting of
values, attitudes and behaviours that reject violence and endeavour to prevent
conflicts by addressing their root causes with a view to solving problems
through dialogue and negotiation among individuals, groups and nations. The 1999
United Nations Declaration and Programme of Action on a Culture of Peace (resolution
A/53/243) called for everyone – governments, civil society, the media, parents,
teachers,politicians, scientists, artists, NGOs and the entire United Nations system – to assume
responsibility in this respect. It staked out eight action areas for actors at national,regional and
international levels:

Culture of peace: eight action areas . . . . . peace in our hands

   1. Fostering a culture of peace through education by promoting education for all,
      focusing especially on girls; revising curricula to promote the qualitative values, attitudes
      and behavior inherent in a culture of peace; training for conflict prevention and
      resolution, dialogue, consensus-building and active non-violence . . .

   2. Promoting sustainable economic and social development by targeting the eradication
      of poverty; focusing on the special needs of children and women; working towards
      environmental sustainability; fostering national and international co-operation to reduce
      economic and social inequalities . . .

   3. Promoting respect for all human rights by distributing the Universal Declaration of
      Human Rights at all levels and fully implementing international instruments on human
      rights . . .

   4. Ensuring equality between women and men by integrating a gender perspective and
      promoting equality in economic, social and political decision-making; eliminating all
      forms of discrimination and violence against women; supporting and aiding women in
      crisis situations resulting from war and all other forms of violence . . .

   5. Fostering democratic participation by educating responsible citizens; reinforcing
      actions to promote democratic principles and practices; establishing and strengthening
      national
      institutions and processes that promote and sustain democracy . . .

   6. Advancing understanding, tolerance and solidarity by promoting a dialogue among
      civilizations; actions in favour of vulnerable groups, migrants, refugees and displaced
      persons, indigenous people and traditional groups; respect for difference and cultural
      diversity . . .
                                              14



   7. Supporting participatory communication and the free flow of information and
      knowledge by means of such actions as support for independent media in the promotion
      of a culture of peace; effective use of media and mass communications; measures to
      address the issue of violence in the media; knowledge and information sharing through
      new technologies . . .

  8. Promoting international peace and security through action such as the promotion of
     general and complete disarmament; greater involvement of women in prevention and
     resolution of conflicts and in promoting a culture of peace in post-conflict situations;
     initiatives in conflict situations; encouraging confidence-building measures and efforts
     for negotiating peaceful settlements .
ESCO

				
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