Dyson College of Arts and Sciences

10 Readiness for Internship VIII.RP.a. Students will understand supervision within several evi- dence-based frameworks, associated with both school and clinical psy- chology, and demonstrate mastery of supervision theory through course proficiency demonstrations in PSY 751, which include self-evaluation and evaluation of their supervisee. Minimal Competency is established by mastery of essential components of IDM supervision model and a grade of A or B in PSY 751. VIII.RI.b. Students demonstrate mastery of supervision theory through course proficiency demonstrations in PSY 822, which includes super- vision of case formulation write-up for a second year student. Minimal Competency is established by rating of their ability to apply supervision theory to their supervisee (See Measures) Readiness for Program Completion VIII.RPC.a. Students demonstrate entry professional supervision ser- vices while fully appreciating their own receipt of supervision (Supervisor Forms). Goal #9: Consultation and Interprofessional/Interdisciplinary Skills: Developing consultation and other relevant skills in working with pro- fessionals in an interdisciplinary context. Objectives for Goal #9: a. Developing, implementing, and evaluating effective consultation ser- vices. b. Developing and maintaining collaborative relationships, and leadership skills enabling the provision of constructive criticism regarding manage- ment and organizational leadership as well as advocacy skills needed to promote prevention programs and appropriate system change. c. Developing skills needed to coordinating inter-disciplinary assessment and intervention strategies, and support effective interdisciplinary team functioning. Competencies related to Objectives for Goal #9: Readiness for Practicum Competencies a. Students have fundamentally knowledge regarding consultation as an aspect of psychological services provision. Readiness for Internship Competencies a. Students understand the consultation process from a variety of theoreti- cal perspectives including behavioral, cognitive behavioral, mental health, advocacy, and systems perspectives. b. Students will be able to select appropriate evidence-based consultation strategies depending upon the consultee and referral question. c. Students will develop the skills for assessing and intervening in group and systems problems within the school setting and other settings that serve children. Readiness for Program Competencies a. Integration of consultation and inter-professional/interdisciplinary skills in psychological service provision. How Outcomes are Measured and Minimum resholds for Achievement for these Objectives/Competencies: Readiness for Practicum IX.RP.a. Students have beginning knowledge of consultation of as a major aspect of providing psychological services (Passing grade in PSY 501 and PSY 502). Readiness for Internship IX.RI.a. Students demonstrate mastery of literature pertaining to consul- tation through examinations (EDU 702; PSY 734). Minimal level of com- petency is established through passing grade on the examination. Students demonstrate knowledge of behavioral principles underlying Be- havioral Consultation by passing the Knowledge of Behavioral Principles as Applied to Children Test (PSY 734) Students demonstrate mastery of Behavioral consultation through role play activities in which they act as a consultant in a behavior problem-solv- ing interview. e Behavioral Consultation Rating Problem Identification Interview Form is used to provide feedback. Minimal Competency is es- tablished by receiving ratings of "7 (Satisfactory) by the faculty rater (PSY 734). Students demonstrate mastery of Mental Health consultation through role play activities in which they act as a consultant in a behavior problem-solv- ing interview. e Consultee-Centered Role Play and Observation Feed- back Form is used to provide feedback. Minimal Competency is established by receiving ratings of "7 (Satisfactory) by the faculty rater (PSY 734). IX.RI.b. Students demonstrate skills in selecting appropriate consultation strategies (PSY 734). In all early coursework associated with school field experiences EDU 701, EDU 702, students are required to keep written logs, complete readings and/or engage in class discussions related to collaborative skills and the possible roles of the school psychologist with respect to working with other school professionals and engaging in team-building activities. Min- imal competency is defined as demonstration of knowledge and respect for viewpoint and contributions of other professions, demonstration of problem-solving skills in managing conflicts within the setting, and un- derstanding the broader links with community services (Course Grades). Students are required to complete role play activities (School Change Game) in which they diagnose and propose interventions with respect to dysfunctional group processes. Minimal competency is defined as the ability to effectively diagnose problems within the team and provide ap- propriate interventions to address problems that have been uncovered in the role play (PSY 734: Course Grades). IX.RI.c. Students demonstrate master of Group Process Observation by submitting entry papers that provide diagnostic information regarding one current work group within the school. Minimal Competency is estab- lished by adequately formulating problems with group functioning with respect to norms, communication, conflict resolution, leadership, influ- ence patterns and decision-making (PSY 734). Students are observed by field supervisors as they are engaged in multi- disciplinary team activities in the school and clinical externship settings. Field Supervisors provide ratings of the student's ability to consult effec- tively with groups and teams, their skills in working with administrators,

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