School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and in collaboration with other professionals, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. (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), Behavior Management and Evidence-Based Interventions in an Educational Setting (PSY 629) and Research Design (PSY 645). 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. Behavior Management and Evidence-Based Interventions in an Educational Setting (PSY 629) Presented basic theory and practice in the applications of behavioral principles to school psychology practice. I was introduced to evidence-based practice and applied the material learned to typical situations encountered by a school psychologist. In Research Design (PSY 645) I was taught various approaches and techniques for conducting behavioral and social research with stronger emphasis on experimental methods. The course also included a basic review of statistical methods used to analyze the data from these research studies.
Demonstration & evidence of professional competency: As evidence of professional competency, I have included two work samples from each respective course. Both work samples from PSY645 provide knowledge and techniques for conducting behavioral and social research. More specifically, this paper assesses the development of Trauma Focused Cognitive Behavioral Therapy for Children. The second work sample from PSY645 is a mid-semester assignment asking each student to critique effective school based intervention to increase trust in children who have been sexually abused. This assignment allowed me to gain basic knowledge of data gathering and as well as learn about evidence based interventions for post-traumatic stress disorder. More specifically, the focus lays in the potential correlation that therapy sessions provides successful efficacy and whether the use of trauma narrative is necessary. The second sample focuses on the effectiveness of School-based interventions and data collection. In addition, several factors highlight the need for additional research to evaluate the effects of individual and group counseling designed to help children who have been sexually abused. As school psychologists, it is important to be consumers of research findings for the purpose of effective service delivery.
Based on research and data collection, the study was conducted for children who were sexually abused, and may have developed Post-traumatic Stress Disorder (PTSD), depression, and/or anxiety. This type of research study was formatted as group comparison; the study compared 8 weeks-No Trauma Narrative (No TN) to 8 weeks-Yes Trauma Narrative (Yes TN) conditions. The study also compared 16 weeks-No Trauma Narrative to 16 weeks-Yes Trauma Narrative conditions. Children who participated in the Yes TN were asked to reflect and talk about their abuse, while the No TN refused to revisit the past experience. The results of each study support the effectiveness of cognitive behavioral therapy to treat sexually abused children with post-traumatic stress disorder.
I have learned that program evaluation is a way to provide suitable and practical information for decision-making about particular programs. Accordingly, evaluation is typically more client-focused than traditional research, in that evaluators work closely with program staff to create and carry-out an evaluation plan that attends to the particular needs of their program.