||PED678 - Practicum in School Psychology
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
The purpose of the school-based practicum is to provide School Psychology candidates with an orientation to school and community professionals as well as to clarify the role of the school psychologist. Candidates are placed in a school setting and attend a university-based seminar. Placement consists of 450 hours. Grading is by S or U only.
|Course Learning Outcomes:
- Examine key aspects of school psychology including psychological theory, legal principles, ethical, educational and psychological research.
- Develop professional development for teachers and other school personnel.
- Collaborate with teachers, staff, parents, and community stakeholders.
- Examine the psychological needs of a student population that is ethnically, language-diverse and students with physical, mental, and or behavior handicaps.
|Specified Program Learning Outcomes:
- Analyze how systemic school approaches can affect student outcomes.
- Demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health; demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
- Demonstrate knowledge of biological,
cultural, and social influences on
academic skills; human learning, cognitive,
and developmental processes; and evidence based
curriculum and instructional strategies; demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
- Demonstrate knowledge of individual
differences, abilities, disabilities, and
other diverse characteristics; principles and
research related to diversity factors for children,
families, and schools, including factors
related to culture, context, and individual and
role differences; and evidence-based strategies
to enhance services and address potential
influences related to diversity; demonstrates skills to provide professional services that promote
effective functioning for individuals, families,
and schools with diverse characteristics, cultures,
and backgrounds and across multiple
contexts, with recognition that an understanding
and respect for diversity in development
and learning and advocacy for social justice are
foundations of all aspects of service delivery
- Demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response; demonstrates skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
- Demonstrate knowledge of principles
and research related to family systems,
strengths, needs, and culture; evidence-based
strategies to support family influences on
children’s learning, socialization, and mental
health; and methods to develop collaboration
between families and schools; demonstrates skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
- Demonstrate knowledge of school and systems structure, organization, and theory;
general and special education; technology
resources; and evidence-based school practices
that promote academic outcomes, learning,
social development, and mental health; demonstrates skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
- Demonstrate 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; demonstrates 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.
- Demonstrate knowledge of varied
methods of assessment and data collection
methods for identifying strengths and needs,
developing effective services and programs, and
measuring progress and outcomes; demonstrates
skills to use psychological and educational
assessment, data collection strategies,
and technology resources and apply results to
design, implement, and evaluate response to
services and programs.
- Demonstrate knowledge of varied
methods of consultation, collaboration, and
communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services; demonstrates skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
- Demonstrate knowledge of
research design, statistics, measurement, varied
data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data
in applied settings; demonstrates skills to
evaluate and apply research as a foundation
for service delivery and, in collaboration with
others, 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.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures