Integrating the NASP Practice Model Into the School

Integrating the NASP Practice Model Into the School Psychology Internship Click to edit subtitle style

What do National Standards do for a Profession? • Provide a unified set of national principles that guide graduate education, credentialing, professional practice and services, and ethical behavior. 2

Standards For School Psychology Revised and Adopted - 2010 • Standards for Graduate Preparation of School Psychologists • Standards for the Credentialing of School Psychologists • Principles for Professional Ethics • Model for Comprehensive and Integrated School Psychological Services (known as the NASP Practice Model) http: //www. nasponline. org/standards/2010 standards. aspx 3

What does the NASP Practice Model do for School Psychology? It promotes consistency of practice by delineating what services might reasonably be expected to be available from school psychologists. The NASP Model: defines contemporary school psychology promotes the delivery of broad based school psychological services to children, families and schools provides a foundation for the future of school psychology 4

How is the NASP Practice Model Organized? 5

NASP Practice Model Designed to promote the connection between our research, training, standards, and our actual practice. 6

Activity: Compare our Curriculum to the Domains of Practice • Match what you know about the required courses in the program to the Domains of Practice. • Where does the program look strongest? • What might we need to improve? 7

What are the advantages of integrating the NASP Practice Model into Internship? 8

Why the NASP Practice Model is important during internship • All 10 domains of the Practice Model are covered throughout the graduate program – The NASP Practice Model assists in understanding how coursework and graduate training relate to practice • Understanding the NASP Practice model will assist in promoting the provision of the full range of services for which school psychologists are trained in order to improve outcomes for students, families, and schools • Students will better understand the importance of, and learn how to effectively advocate for a comprehensive role as outlined in the NASP Practice Model 9

Multiple Advantages Across Multiple Levels Program Level: • Follows the standard established by the field • Connects to accreditation goals and outcomes • Trains school psychologists in the same full range of services despite being in different school districts Student Level: • Training is applicable beyond the district where the internship occurred • Ensures an opportunity to demonstrate competence in each domain while allowing for specialization Supervisor Level: • Keeping current with Best Practices • Better connection to program curriculum 10

How do you integrate the NASP Practice Model into Internship? 11

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NASP Practice Model Integration • Establishing site and partnership through approval process that ensures compatibility with program goals and NASP standards • Application of skills through assignments tied to each domain • Evaluation of skills through assignment rubrics • Evaluation of domain-specific knowledge and skills through performance evaluations completed by supervisor each semester 13

Site Approval Process 14

Basic Considerations for Field Placements • Supervisor – – Credentialing Experience Time Commitment/Supervision Current Range of Involvement in Practice Model Activities • Site – – – Trainee Access to Resources Ability to Complete Program Assignments Linked to Practice Model Domains K-12 Student to School Psychologist Ratio Trainee to School Psychologist Ratio District-Specific Specialized Programs *All sites should meet the requirements established by the program. Site characteristics/approval may also change from year to year. 15

Assignments Across The Practice Domains 16

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Professional Practices That Permeate All Aspects of Service Delivery Data-based Decision Making and Accountability • Knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. Assignment Example: • Conduct a Functional Behavioral Assessment or Analysis 18

Professional Practices That Permeate All Aspects of Service Delivery Consultation and Collaboration • Knowledge of varied models and strategies for consultation, collaboration, and communication applicable to individuals, families, groups, and systems, and methods to promote effective implementation of services. Assignment Example • Conduct a consultation with a teacher, administrator, or parent following an established consultation model 19

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Foundations Of School Psychological Service Delivery Diversity in Development and Learning • Knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools; & evidencebased strategies to enhance services & address potential influences related to diversity Assignment Example: • A psychoeducational evaluation for a student with a low-incidence disability that requires the use of specialized assessments, strategies, or procedures. 21

Foundations Of School Psychological Service Delivery Research and Program Evaluation • 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 Assignment Example: • Conducting a needs assessment with district staff (teachers, school psychologists, school counselors, or administrators) to determine what types of professional development would be useful *Choices should be appropriate to the trainee’s expertise 22

Foundations Of School Psychological Service Delivery Legal, Ethical, and Professional Practice • Knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; & other factors related to professional identity and effective practice as school psychologists Assignment Example: • Delivering the professional development seminar identified by the needs assessment to school district staff 23

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Direct And Indirect Services For Children, Families and Schools Student-Level Services Interventions and Instructional Support to Develop Academic Skills • Knowledge of biological, cultural, and social influences on academic skills; learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies Assignment Example: • Complete an individual Tier 3 academic case study that meets the objectives of the NASP NCSP Case Study Rubric 25

Direct and Indirect Services for Children, Families and Schools Student-Level Services Interventions and Mental Health Services to Develop Social and Life Skills • Knowledge of biological, cultural, and social influences on behavior & mental health; behavioral and emotional impacts on learning and life skills; & evidence-based strategies to promote social-emotional functioning & mental health Assignment Example: • Complete an individual Tier 3 behavioral case study that meets the objectives of the NASP NCSP Case Study Rubric 26

Direct And Indirect Services For Children, Families and Schools Systems-Level Services School-wide Practices to Promote Learning • Knowledge of school & systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning & mental health Assignment Example: • Participate as a member of a school-wide positive climate team (e. g. bullying prevention) 27

Direct And Indirect Services For Children, Families and Schools Systems-Level Services Preventive and Responsive Services • Knowledge of principles & research related to resilience & risk factors in learning and mental health; services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response Assignment Examples: • Participate as a member of a school crisis prevention & response team • Conduct a workshop on stranger awareness for Kindergarten class 28

Direct And Indirect Services For Children, Families and Schools Systems-Level Services Family-School Collaboration Services • Knowledge of principles & research related to family systems, strengths, needs, and culture; strategies to support family influences on children’s learning and mental health; & strategies to develop collaboration between families & schools Assignment Example: • A psychoeducational evaluation that connects home and school through recommended collaborative strategies/supports/interventions 29

Evaluation Across The Practice Domains 30

Evaluation of Assignments and Performance • Assignment Rubrics –Specific requirements connected to each domain –Criteria linked to Best Practices for each assignment –Includes requirements related to professional writing • Supervisor Evaluation of Intern Performance –Establishes minimum level of competency –Linked to objectives in each NASP domain –Includes ratings of professional characteristics and dispositions –At least 2 -3 time points to identify concerns early and provide an opportunity for remediation 31

Activity: Link Your Current Internship Requirements to the Domains of Practice • Match what you know about the required experiences in your program’s internship to the Domains of Practice. • Where does the program look strongest? • What might we need to improve? 32

NASP Practice Model Implementation Guide Home > Standards & Certification > NASP Practice Model Guidebook (print form) Online (NASP website) 33 33

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