Dyson College of Arts and Sciences

8 Students will demonstrate competency with respect to writing reports about academic achievement measures from a "response to intervention" (RTI) perspective. Minimal level of competency is that students complete at least 2 administrations of a measure that is commonly used in RTI in- tervention procedures, including adequate administration and scoring, derivation of "benchmark" scores, and one report in which they integrate RTI measures with other psychological and academic achievement data to develop appropriate educational interventions (PSY 707). VI.RI.b. Students will demonstrate competency with respect to adminis- tration, clinical observation and scoring of cognitive and developmental instruments intended for use with infants and pre-school children. Mini- mal competency is assessed through ratings derived from videotaped ad- ministration of one infant or preschool youngster with a major instrument and defined by the students' ability to make accurate and clinically relevant observations, adequate adherence to standardization procedures, and abil- ity to interact with both infant and parent (PSY 759). Students will demonstrate competency with respect to administration, scoring, interpretation, and report writing with respect to infant and pre- school developmental and cognitive assessments. Minimal competency is defined as the ability to submit one psychological report on an infant and one on a preschool measure which are rated as adequate with respect to administration, scoring, interpretation, and effective communication of results (PSY 759). VI.RI.c. Students must successfully complete an Empirically Supported Case Formulation Based on Psychological Testing worksheet (Appendix D pp. D10 to D18) in which they discuss connections between the empir- ical assessment literature and referral questions that have been generated for a particular case, and answer a structured set of diagnostic questions pertaining to personality and symptom status by referencing their own test data and findings from the empirical literature. Minimum level of competency is defined as a rating of 7 (Satisfactory) by the faculty member reviewing the materials (PSY 720). VI.RI.d. Students must successfully complete a comprehensive psycholog- ical evaluation of an individual referred in either their school placement or the McShane Center. Students are provided with a list of criteria in the Competency Evaluation Form (Appendix) e written report for this evaluation must successfully integrate cognitive and academic function- ing, personality functioning and symptom status, develop an appropriate working case formulation, link recommendations to specific test findings, and describe how current cognitive or academic strengths and weaknesses are best understood in the context of other test findings. Minimum level of competency is defined as a rating of 7 (Satisfactory) by the faculty mem- ber reviewing the materials (PSY 720). VI.RI.e. Students must successfully complete the Comprehensive Exam- ination in which they are provided with test materials (e.g., WISC-VI, VMI, CAS, CPT, WCST, CMS, WIAT-III, PIY, PIC-2, Rorschach, TAT) and are required to respond to guided questions pertaining to cognitive functioning as well as personality functioning and symptom status. Mini- mum level of competency is defined as receiving a passing grade from two faculty raters. Students are allowed to take this Comprehensive Examina- tion a maximum of two times. Students carry out assessment activities in their school (PSY 750 and PSY 751) and clinical externship settings (PSY 821 and PSY 822) and are rated each semester by their psychology supervisors concerning cognitive assess- ment with respect to their knowledge of cognitive assessment, ability to de- velop and implement assessment plans, interpret results and communicate findings, land develop psychoeducational interventions. Minimal Compe- tency levels for internship are that students achieve ratings associated with their level of field work (3rd and 4th year field work). Students will successfully administer and score performance-based mea- sures of personality functioning as demonstrated by submission of prac- tice protocols that demonstrate adequate adherence to standardization, adequate queries, and adequate coding and scoring Minimum competen- cy level is that students have submitted at least 4 protocols with no more than minor errors by the end of the semester (PSY713). Students will successfully apply concepts of interpretation to MMPI prac- tice protocols in a within class demonstration (EDU 702, PSY 713). Student will demonstrate competency with respect to writing psycholog- ical reports that accurately interpret individually administered personal- ity measures in isolation. Minimal level of competency is that students complete at least 4 reports by the end of the semester that accurately in- terpret test findings. Accurate interpretation is defined as: formulating appropriate referral questions, providing accurate and relevant behavioral observations, formulating interpretations, using appropriate professional language, making appropriate use of statistics in decision-making, pro- viding construct-focused interpretations linked to contexts of theory and practice, appropriate sensitivity to linguistic, cultural and individual di- versity, accurately capturing major constructs of interest, and generating appropriate recommendations for psychotherapeutic and preventive in- terventions (PSY 713). Students will demonstrate competency with respect to writing psycho- logical reports that demonstrate adequate competency with respect to integrating cognitive, neuropsychological processing measures academic achievement measures, and parent ratings of social and adaptive behaviors with personality assessment measures. Minimal level of competency is that students satisfactorily administer, interpret and write psychological reports for two cases that receive ratings of at least 2 (satisfactory) on the Evaluation of Cognitive/Academic Psychological Report form (PSY 713). Readiness for Program Completion VI.RPC.a. Students carry out assessment activities in their internship set- ting and are rated each internship semester by their supervisors regarding cognitive and personality assessment, including the ability to develop and implement assessment plans, interpret results and communicate findings, and develop psychoeducational and psychotherapeutic interventions. Min- imal Competency levels for internship are that students achieve ratings of at least 5 (Professional levels of competence) (PSY 821, 822, 861, 862). Goal #7: Interventions: Students will select and implement interven- tions to alleviate suffering and promote health and well-being of indi- viduals, groups, and organizations. Objectives for Goal #7: a. Interventions aimed at ameliorating adjustment and personality diffi- culties experienced across the life span, including those related to families. b. Direct and indirect psychoeducational interventions aimed at amelio- rating learning difficulties. c. Development and implementation of evidence-based programmat- ic preventive interventions for learning and mental health problems in childhood.

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