Dyson College of Arts and Sciences

13 • A minimum of 1,750 hours of distributed internship, typically during the third and fourth year, before proceeding to a full-time (one or two year) internship. e distributed internship consists of a School Psychology Internship (3rd year) and a Clinical Child Psychology Externship (4th year). Students may choose different options for allocating the number of hours that are devoted to training in school and clinical-child settings, and should consult their faculty adviser and the Director of Field Training in order to develop an optimal training program. ese general guidelines apply: a. Each student's total distributed internship experience should consist of a broad range of professional service activities, including psychological assessment, counseling and psychotherapeutic intervention, consultation, and program-centered research and/or program development activities. b. Each student will complete at least 750 hours of this distributed internship in a school setting (PSY 750; PSY 751), and at least 750 hours in a mental health facility that includes child and family focused programs (PSY 820, 821, and PSY 822). c. A student can choose to distribute the 250 hours that remain or any amount thereof, in either setting during his/her third or fourth year to fulfill the 1750 required hours of the distributed internship. e student must notify the Director of Field Training of the intended allocation of hours to be devoted in training in school and clinical child settings. d. Within the distributed internship, experience in the school setting must precede experience in the clinical- child setting (mental health facility that includes child and family focused programs). e. Typically, students complete this requirement with a minimum of two days per week over twenty weeks per semester. Students are expected to arrange their schedules in accordance with the placement setting (not the academic calendar). Accordingly, seminars accompanying field placements (i.e., PSY 738; PSY 739; PSY 750; PSY 751; PSY 821; PSY 822) will typically meet beyond the end of the scheduled academic calendar. f. Acceptable internship experiences shall consist of continuous periods of not less than six months duration in each setting, and at least 16 hours per week in each setting. g. With the permission of the Director of Field Training and the Director of MSEd and PsyD Graduate Programs, a student may complete the distributed internship requirement over a maximum time period of three years. A grade of K (grade pending) remains on the student's transcript until the distributed internship is completed. h. Each student is required to receive signed approval from the Director of Field Training before the onset of all field training activities in each setting. Each student must also submit forms signed by his/her psychology field supervisor that attest to the nature, content, and duration of these training experiences. All students must demonstrate minimum levels of competence for each of the program goals in terms of readiness for practicum, readiness for internship, and readiness for practice. In addition, there are some competencies within courses that are evaluated by the course instructor. For competencies that are part of courses, practicum, field-work, externship, or internship training, minimal competency levels are established by specific and global ratings of competence by instructors/supervisors within those settings. Failure to meet minimal competencies in courses and applied settings is reflected in the grade for the course practicum, or seminar that accompanies that experience. As their involvement in practica and field experiences increases, students complete self-evaluation rating forms that assess developmental progress toward competency in each of the competency areas related to professional practice. Finally, competency on a more global level is assessed by each student's ability to successfully complete Qualifying Examinations, Comprehensive Examinations, and doctoral project research requirements. If any student is noted as experiencing problems with either foundational or functional competencies, the student issues, based on competencies, are discussed by core faculty. If there is sufficient concern about the student's progress, a letter is generated which directs the student to meet with their advisor and the Program Director. e purpose of the meeting is to clarify student progress, make recommendations for student development, and develop a time-line for further student competency evaluation. As the student plan is followed, progress in competency development is noted and communicated to the student. If recommendations are made and further review reveals that student progress is not adequate, the student is notified and the Program Director and the student's advisor make a recommendation to the faculty for further action regarding the student's progress and status in the program. e recommendation may include reduced course-load, restriction of practica or fieldwork activities, probation, or termination from the program. e full Psychology Department faculty must vote on actions regarding student termination from the program. Degree requirements First Year (Fall) Credits PSY 501 Introduction to School-Clinical Child Psychology I 0 PSY 509A Practicum (Introduction): Intake 0 PSY 509A Practicum (Introduction): Psychotherapy 0 PSY 704 Advanced Developmental Psychology 3 PSY 717 Cognitive and Affective Bases of Behavior 3 PSY 721 Tests and Measurements 3 PSY 725 Advanced Personality eories 3 Total Credits: 12 First Year (Spring) Credits PSY 502 Introduction to School-Clinical Child Psychology II 0 PSY 509A Practicum (Introduction): Intake 0 PSY 509A Practicum (Introduction): Psychotherapy 0 PSY 703 Psychological Assessment I 4 PSY 703A (for students in Bilingual Extension) 1

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