School Psychology Specialist Program To: Faculty and Staff From: Chairs, Division of Education Subject: School Psychology Specialist Program Date: 05/08/02 We are forwarding a 67 credit hours specialist program for your approval. This program is being created in response to identified community needs. In fact the Virgin Islands Department of Education Office of Special Education is sponsoring and financing this program, and was approved by the Division of Education on its April 23, 2002 meeting. The rationale behind this program is to prepare practitioners who are competent to provide a full range of school psychological services including consultation, behavioral intervention, psychoeducational assessment, research, program evaluation and counseling. Participants will be prepared to work with diverse clients from infancy to young adulthood, including those with low -incidence disabilities, and with families, teachers, and others in the schools and community. The training philosophy of the program emphasizes the importance of integrating knowledge and skills under conditions of strong supervision, support, and collaboration. The program has been designed to meet national standards of quality and progresses sequentially from foundations courses to methods/ practica courses and internship and meets the National Association of School Psychologists (NASP) Standards for Training and field placement programs in School Psychology. Dr. Yegin Habtes presented the program to the Graduate Council, which approved it on Friday, May 3, 2002. We appreciate your support and guidance on this matter. For those of you who do not have access to a computer a hard copy is available at the Library for your review. 5/03/02 THE UNIVERSITY OF THE VIRGIN ISLANDS VIRGIN ISLANDS UNIVERSITY CENTER FOR EXCELLENCE IN DEVELOPMENTAL DISABILITIES (VIUCEDD) THE SPECIALIST PROGRAM IN SCHOOL PSYCHOLOGY The School Psychology Specialist degree program at the University of the Virgin Islands is a part-time program especially designed for working Virgin Islanders who are already in the field working as teachers, administrators, psychologists and therapists. It is designed to cover the full range of content and skills in such professional school psychology areas as assessment, intervention, research, evaluation, consultation and professional development. The program will consist of sixty-seven graduate semester hours divided into three major parts: Academic course work will include 55 credits of professional training; practicum will include 6 credits of supervised field experiences in specific skill areas that correspond with courses; and a supervised internship consisting of 6 credits and a minimum of 1200 hours of supervised field experiences covering the range of school psychological services. This program is a "Specialist" degree program offered in many other institutions of higher education and prepares participants to work in schools and other educational agencies. Individuals who have completed similar programs are employed in school settings, mental health clinics, state agencies, and research organizations. This program is a collaborative effort between the Virgin Islands Department of Education and the University of the Virgin Islands. Upon completion, participants will receive a "Specialist degree" (An Advanced diploma). Mission Statement: The mission of the University of the Virgin Islands School Psychology Program (UVI-SPP) is to prepare students for the profession of school psychology as defined by the National Association of School Psychologists (NASP). As a result, our goal is to prepare practitioners and scholars whose activities promote the psychological and educational development and well-being of diverse children and youth. The UVI-SPP is grounded in a scientist-practitioner model of professional preparation whereby scientist participants will receive a solid foundation of accumulated knowledge in core areas of psychology and education. This will assist them to develop the skills necessary to identify problems in the field, conduct and evaluate basic and applied research. As practitioners in the field of school psychology, the participants will be adequately trained to develop competencies in using a wide variety of assessment techniques, consulting with families and school/clinic professionals, designing direct interventions tailored to individual children experiencing problems, and evaluating the effectiveness of interventions. Admission Requirements: This is a special program whereby a cohort of 15 students from each district (St. Thomas/St. John and St. Croix) will be admitted. This cohort will move as a group and courses will be offered only once. If an individual fails or misses a course, the individual is responsible to make the necessary arrangements to take the course he/she either failed and/or missed to catch up with the group. All participants are required to apply to the University of the Virgin Islands by following the admission application to the Graduate program. In addition, they are responsible to apply to the VI Department of Education for scholarships. The University of the Virgin Islands requires that applicants must have a BA from an accredited institution of higher Education with a minimum undergraduate GPA of 2.50. Participants are advised but are not required to take the GRE. A course in tests and measurements is a prerequisite that must be completed prior to admission to the program or prior to the completion of 12 credits in the program. Transfer Of Credits: Upon recommendation of the Division of Education and with the approval of the office of Enrollment Management, a student may present maximum credits of six semester hours of graduate credit from another College or University that is accredited for use in meeting the requirement of the UVI-SSP. Credits more than six years old at the time of first registration into the program are not transferable from other institutions. To be considered for transfer of credit, a course must be taught at the Graduate level and the student must have received at least a B grade in the course. Program Goals: The primary goal of the UVI-SPP is to develop exemplary practitioners for work in schools, clinics or private settings. Toward this end, the UVI-SPP prepares students within the following areas: 1. Psychological and Educational Foundations. Participants will acquire knowledge of psychological and educational principles, theories, and practices needed to understand and work with diverse children, youth, and families. To accomplish this goal, students will gain knowledge of cognitive psychology, child and adolescent development, exceptional child, education in a multicultural society, and psychopathology of childhood and adolescence. 2. Statistics and Research Methodologies. Effective school psychologist must have the skills to identify assessment and intervention techniques that are supported through the application of scientific research. To accomplish this goal, participants will acquire knowledge and skills in statistics, research and evaluation. 3. Assessment. Participants will become proficient in the selection, administration, scoring, and interpretation of a variety of psychological and educational assessment methods and instruments, and in using results to design interventions. Students will be encouraged to apply multiple methods using a problem-solving approach to the identification and remediation of learning and psychological difficulties of children and youth. These methods include but are not limited to the assessment of cognitive abilities, adaptive behavior, social/emotional functioning, achievement, and personality. 4. Applications/Interventions. Students will develop the necessary knowledge, skills, and competencies to design, implement, and evaluate interventions to address cognitive, academic, behavioral, and social issues and problems that children and youth often experience in education and other related settings. Students will acquire consultation skills for working with teachers, other school personnel, and parents for the benefit of children and youth. They will also acquire skills in counseling, and related mental health services, behavior analysis and intervention, and academic intervention. 5. Professional School Psychology. Students will acquire knowledge of the history and foundations of school psychology and of the ethical, professional, and legal standards of the field. They will become familiar with various models of service delivery and of public policy relevant to such services. They will develop an identity with the profession and have the knowledge and skills needed to both practice in ways consistent with applicable standards of best practice and engage in professional development. 6. Field Experiences. Participants will have the opportunity to practice, under supervision, the application of knowledge and specific skills taught under each applied course. Practicum associated with key professional courses will help trainees develop distinct skills in such areas as assessment, counseling, behavior modification, and, and consultation. In the culminating 1200 clock hour internship, interns will practice, under supervision, a full range of school psychological services designed to positively impact children, youth, families, and others they serve. Prerequisite: Education 501, Tests and Measurements. This course in tests and measurements is a prerequisite that must be completed prior to admission to the program or prior to the completion of 12 credits in the program. Course Requirements: A. Psychological and Educational Foundations (15 credits) · Education 5xx, Psychological Development in Childhood and Adolescence (3) · Education 5xx, Psychology of Cognition and Learning (3) · Education 5xx, Psychopathology of Childhood and Adolescence (3) · Education 520, Exceptional Children (3) · Education 505, Anthropological and Sociological Foundations of American Education with Reference to the Virgin Islands (3) Or · Education 531, Education in a Multicultural Society (3) B. Statistics and Research Methodologies (6 credits) · Education 500, Basic Research (3) · Education 5xx Statistical Analysis of Educational Data (3) C. Assessment (9 credits) · Education 5xx, Psychoeducational Assessment for Intervention I (3) · Education 5xx, Psychoeducational Assessment for Intervention 1I (3) · Education 5xx, Psycho educational Assessment for Intervention III: Early Childhood and Low Incidence Assessment (3) D. Application/Intervention (15 credits) · Education 542, Theories, Strategies and Techniques of Counseling (3) · Education 5xx, School Consultation Methods (3) · Education 543, Group and Family Counseling and Consultation (3) · Education 5xx, Behavior Analysis and Intervention (3) · Education 5xxx, Curriculum-Based Assessment and Academic Intervention (3) E. Professional School Psychology (10 credits) · Education 5xx, Foundations of School Psychology (3) · Education 5xx, Advanced Seminar in School Psychology (4) · Education 580, Introduction to the Use of Assistive Technology in Educational and Community Environments (3). F. Practicum (6 credits) · Education 5xx, Practicum in Psychoeducational Assessment for Intervention I (1) · Education 5xx, Practicum in Psychoeducational Assessment for Intervention II (1) · Education 5xx, Practicum in Psychoeducational Assessment for Intervention III (1) · Education 5xx, Practicum in Behavior Analysis and Intervention (1) · Education 5xx, Practicum in School Consultation (1) · Education 5xx, Practicum in Theories, Strategies and Techniques of Counseling (1) G. Internship (6 credits) · Education 5xx, Internship in School Psychology I (3) · Education 5xx, Internship in School Psychology II (3) The internship is 1200 hour, one academic year, supervised field experience designed to give the prospective school psychologist direct experiences in providing a full range of school psychological services to children and youth (as well as families, teachers, and others) in schools and/or related institutions. Interns are required to spend at least one half time (at least 600 hours) in a school setting. The remainder of internship may be completed in other agencies or institutions primarily designed for providing services to children and families. Program Outline Year I - Fall Semester 2002 · Edu. 5xx Foundations of School Psychology (3) · Edu. 500, Basic Research (3) Year I- Spring Semester · Edu. 542, Theories, Strategies and Techniques of Counseling (3) · Edu. 5xx, Psychological Development in Childhood and Adolescence (3) · Education 5xx, Practicum in Theories, Strategies and Techniques of Counseling (1) Year I- Summer Session · Edu. 520, Exceptional Children (3) · Edu. 5xx, Psychology of Cognition and Learning (3) Year II- Fall Semester · Edu. 5xx, Psychoeducational Assessment for Intervention, 1 (3) · Edu. 5xx, Practicum in Psychoeducational Assessment for Intervention I (1) · Edu.5xx Statistical Analysis of Educational Data (3) Year II- Spring Semester · Edu. 5xx, Behavior Analysis and Intervention (3) · Edu. 5xx, Practicum in Behavior Analysis and Intervention (1) · Edu. 5xx, Psychoeducational Assessment for Intervention 1I(3) · Edu. 5xx, Practicum in Psychoeducational Assessment for Intervention II (1) Year II- Summer Session · Edu. 5xx, Psychopathology of Childhood and Adolescence (3) · Edu. 531, Education in a Multicultural Society (3) or Education 505, Anthropological and Sociological Foundations of Education with Special Reference to the US Virgin Islands Year III- Fall Semester · Edu. 5xx, School Consultation Methods (3) · Edu. 5xx, Practicum in School Consultation (1) · Edu. 543, Group and Family Counseling and Consultation (3) Year III-Spring Semester · Edu. 5xx, Psychoeducational Assessment for Intervention III: Early Childhood and Low Incidence Assessment (3) · Edu. 5xx, Practicum in Psychoeducational Assessment for Intervention III (1) · Edu. 5xx, Curriculum-Based Assessment and Academic Intervention (3) Year III-Summer Session · Edu. 580, Introduction to the Use of Assistive Technology in Educational and Community Environments (3). Year IV-Fall Semester · Edu. 5xx, Advanced Seminar In School Psychology (2) · Edu. 5xx, Internship in School Psychology I (3) Year IV-Spring Semester · Edu. 5xx, Advanced Seminar in School Psychology (2) · Edu. 5xx, Internship in School Psychology II (3)