ࡱ> JLI /bjbj 48'LL"("""""""$E$&6>">"S"jjj"j"jjr T!nTeG^4!"i"0"B!'B('!'!$j>">"j"'L U:  Doctoral Program in School Psychology University of Central Arkansas Practicum & Internship Information Pre-Doctoral Practicum (after completion of MS practicum courses) The four course pre-doctoral practicum sequence of experiences must be obtained in pre-approved practicum sites. The practicum experiences are intended to provide a part-time, pre-professional experience for the school psychology student who has completed preparatory academic coursework in the BTgraduate program. Under the supervision of a School Psychology Specialist or an appropriately credentialed psychologist, the student will perform many of the duties of a professional school psychologist. The instructor of the first doctoral practicum class will provide each student with a list of required minimum experiences for the doctoral practicum sequence. The setting will be a school or agency which provides psychological services to children and adolescents in regular and special education. The student should begin the process of finding practicum sites early in the semester prior to the one in which each practicum is anticipated. Possible sites should be discussed with the student's advisor, Program Director, or other school psychology faculty members. A School Psychology Specialist or an appropriately credentialed psychologist at the school or agency assumes primary on-site responsibility for supervision of the student. The amount of direct contact with the supervisor will be, at the minimum, one hour per week. Each supervisor should supervise no more than two students at one time. A form will be used to document supervision and the types of activities that are supervised. Pre-Doctoral Internship The pre-doctoral internships must adhere to the most current standards of the Arkansas Psychology Board. In the fall of the year prior to internship, students will meet with School Psychology Committee to discuss the application process. All internships sites must include 600 hours in a school setting (unless the student has had a specialist-level school psychology internship or has other equivalent documented experience) and be pre-approved by the School Psychology Committee. A school setting is defined by NASP as a setting in which the primary goal is the education of students of diverse backgrounds, characteristics, abilities, disabilities, and needs who are enrolled in grades P-12. The school setting has available an internal or external pupil services unit that includes at least one credentialed school psychologist and provided a full range of student services (From NASPs Standards for Training and Field Placement Programs in School Psychology). A list of APA-approved sites is available at  HYPERLINK "http://www.apa.org" www.apa.org. A list of APPIC-member sites is available at  HYPERLINK "http://www.appic.org" www.appic.org. During the past 9 years, every student who was ready to start a pre-doctoral internship applied for and was offered at least one position. Thus, 20 doctoral students have obtained full-time, one-year internship positions, and 17 of them have completed internship (one stopped internship to take maternity leave, two current). Nineteen of these positions were paid; one was not. The positions all conformed to the guidelines of the Clinical Directors of School Psychology Programs (CDSPP). Five students have applied to APPIC-member or APA-accredited sites.Of these five students, two completed internships, one is currently on internship, and two chose not to complete the match process. Activities and experiences. Each student is required to complete an internship through an organized, professional training program either through a single administrative entity/site or through a formally documented consortium of sites. The internship programs philosophy and goals must be compatible with the provision of high quality training in professional psychology and must have a designated leader who is a Licensed Psychologist appropriately credentialed to provide psychological services within his/her jurisdiction. The internship is an organized program consisting of properly administered, systematically coordinated, planned, structured, and sequenced training experiences that extend beyond practicum training in depth, breadth, duration, frequency and intensity of experiences. The primary training method is experiential, including the socialization into the profession of psychology and a variety of experiences such as mentoring, didactic activities, modeling, vicarious/observational learning, and supervisory or consultative guidance. The internship requires the application of scientific knowledge in the delivery of psychological services to the public. At all times, interns and supervisors adhere to the APAs Ethical Principles of Psychologists and Code of Conduct (2002). In addition to applied experiences, interns receive a minimum of 4 hours of supervision per week (at least 2 hours will be individual supervision). At the conclusion of the internship experience, interns must demonstrate intermediate to advanced level skills of professional practice including (but not limited to) the following areas: theories and methods of psychological and educational assessment, theories and methods of psychological and educational intervention (including empirically supported treatments), theories and methods of consultation, evaluation, and supervision, strategies of scholarly inquiry, and issues of cultural and individual diversity as they pertain to all areas of practice. In any specific training setting, the intern may not perform all of the services for which he or she is trained. Each training site has specific needs, and the interns activities are tailored to these needs. Specific internship experiences are determined by the site supervisor, the BTinternship coordinator, and the intern. In planning an internship, these individuals will take into account both the purposes and needs of the site and the required training needs of the intern. The internship site has the financial resources necessary to provide interns with stipends, clerical support, training materials, and training settings in line with the BTtraining programs goals. The internship program has formally designated supervisors who are appropriately credentialed to be primarily responsible for providing psychological services. These supervisors actively train interns according to the programs goals, including the scientific and empirical support for services provided. The program may include a number of interns, each designated as a psychology intern, who have completed appropriate supervised practicum training and who provide meaningful peer interaction, support and socialization for one another. The interactions between interns and supervisors/staff should be characterized by mutual respect and professional courtesy. This relationship should provide the level of guidance and support necessary for successful completion of the internship program. At the onset of the internship program, interns should be provided written information regarding program requirements, performance expectations, and procedures for termination of interns. This documentation also includes methods for providing interns with written, at the minimum, semi-annual feedback on performance and procedures to address/remediate problems. Responsibilities. In general, the responsibility for the effectiveness of the internship is shared equally by the intern, the school or agency supervisor and internship program, and the BTinternship coordinator. Ethical standards of APA and NASP appropriate for pre-doctoral interns will be followed in all internship activities. If a problem is identified by any one of these individuals, it is that person's responsibility to bring that problem to the attention of the other parties as soon as possible. Examples of problems which might interfere with the effectiveness of the internship are: inappropriate experiences for the intern, misunderstanding the requirements of the internship, personality conflicts, inappropriate or unprofessional behavior on the part of the intern, etc. If a problem is seen by the intern or school or agency supervisor, it is particularly important that the BTinternship coordinator be contacted immediately. Such problems should not be ignored until the end of the semester. The BTcoordinator will work with the intern and the supervisor to find a solution to the problem. If no solution can be found, the internship will be terminated before the end of the semester. The Intern. The intern is responsible for discharging his or her assigned duties in a professional manner and for responding to supervision appropriately. The intern should follow all rules and regulations of the sponsoring school or agency comparable to that of any other employee. This includes such matters as working hours, time off, vacations, and manner of dress. The School or Agency Supervisor. The school or agency supervisor helps determine the most appropriate experiences for the intern, assigns duties to the intern, and provides on-going supervision of the intern's work, either directly or through other staff personnel. It is especially important for the school or agency supervisor to notify the BTinternship coordinator if a problem develops during the internship which does not seem amenable to solution within the school or agency. At the end of each semester and at the end of the internship, the supervisor will be asked to submit a written evaluation of the intern's work, and to help the BTinternship coordinator determine a grade for the intern. The BTInternship Coordinator. The internship coordinator helps place the intern, determine the experiences of the intern, and works with the intern and the school or agency supervisor as necessary to work out details and training experiences of the internship. The coordinator contacts the supervisor periodically during the internship to monitor the progress of the intern and to be apprised of any problems which may have arisen. 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