School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. (2010 National Association of School Psychology standards)
Demonstration & evidence of knowledge: Training in this domain was received through the following courses: Psychometric Theory (PSY 612), School Psychology Pro-seminar (PSY 603) and Individual and Group Counseling (PSY 630), Practicum (PSY 749) and Internship (PSY 750 & 751). Psychometric Theory (PSY 612) introduced me to basic and advanced concepts in psychometric theory, including technical principles of psychological testing, reliability, validity, and test item considerations. Emphasis was placed on the application of psychometric theory to measurement problems in applied settings. Statistical concepts related to test theory, such as correlation and regression, were also reviewed. School Psychology Pro-Seminar (603) provides theoretical and practical understanding about the field of school psychology. Focuses on historical influences upon the field of school psychology, ethical considerations, and a school psychologist’s roles in the areas of assessment, diagnostics, consultation, counseling, and interventions. Individual and Group Counseling (PSY 630) provided techniques in counseling children and adolescents in both individual and group formats. In this class I was able to develop general counseling skills (i.e. active listening, empathy, open-ended questioning) as well as skills more specific to common issues children face (i.e. aggression, depression, PTSD). Practicum (PSY 749) and Internship (PSY 750 & 751) demonstrate skills in assessment, intervention and consultation in field work. My internship within the VS School District provided training among all areas of school psychology, but especially provided a foundation of school psychology as a whole. Throughout my internship I gained valuable knowledge of multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as a school psychologist.
Demonstration & evidence of professional competency: As evidence of professional competency, I have included one work sample and a practicum/internship evaluation from the NASP 2010 Ethics codes from standard II.3.5 and APA codes from standard 9.06. The first work sample from PSY749, PSY 750 and 751 provides knowledge and thorough examination into the construction of cognitive and educational assessments. More specifically, this paper examines the development of the WISC-IV and how it meets the set of standards for psychological and educational testing. The second work sample from PSY630 includes a counseling session completed by my supervisor and myself, assessing my abilities according to NASP standard II.1.2. All counselors are required to take account of the diverse society in which they practice and to inform themselves of best practice with all client groups. Developing a tangible cultural competency involves a combination of different aspects involving culture. These are knowledge, awareness and sensitivity.
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