SYLLABUS
Roles and Function of the School Psychologist
CPSE 605 (prior to name change previously CPSE 690R/002)
Fall 2005
Tuesday and Thursday 5:00-6:15
I. Instructor: Ryan Burke, M.Ed., P.S.
e-mail:
756-1869 (office)
785-9742 (home)
II. Text:
Fagan, T. K., & Wise, P. S. 2000. School Psychology: Past, Present and Future (2nd Edition). Bethesda, MD, National Association of School Psychologists.
III. Course Description
Topics of significance in the profession of school psychology, with emphasis on special education legislation, legal and ethical practice and issues, and professional practice issues and standards.
IV. Academic Credit: 3 Semester Hours
V. Prerequisites:
Graduate standing, and acceptance into the school psychology program (master's degree or state certification).
VI. Course Goals:
The primary goals for this course are 1) learn about the history of school psychology and school psychologists, 2) identify various functions and responsibilities associated with the profession, 3) present a variety of legal, regulatory and ethical issues to guide the beginning practitioner and 4) to establish a context for further professional development.
VII. Course Objectives: Upon completion of this course, the student will be able to:
1. Discuss the history of school psychology and describe its emergence as a major discipline.
2. Describe the roles and functions of school psychologists.
3. Describe the scientist-practitioner model of service delivery.
4. Discuss ethical codes, standards for practice, and law pertinent to the delivery of school psychological services (i.e. NASP and APA codes, IDEA, FERPA, Section 504, and major court cases).
5. Protect client privacy.
6. Exert her/his duty to warn and protect appropriately in professional
practice.
7. Analyze ethical issues according to the several principles of
professional ethics.
8. Consult with colleagues when confronted with ethical dilemma.
9. Maintain membership in professional organizations.
10. Keep informed regarding changes in law and ethical standards related
to professional practice.
11. Engage in professional practice in order to accomplish the best
interest of clients.
12. Demonstrate a commitment to building collaborative relationships
with staff, parents and students, valuing each as an equal partner
in the delivery of school psychological services.
13. Demonstrate a commitment to community through efforts to facilitate
a sense of belonging within the school organization.
14. Demonstrate a commitment to service in carrying out the various
roles that the school psychologist plays in the school organization
and in the community.
VIII. Teaching methods:
Lectures by instructor and visitors
Discussion
Readings
Interviews with practicing school psychologists
Reflection paper presentations
Student presentation
IX. Grading:
94-100% = A
90-93% = A-
87-89% = B+
84-86% = B
80-83% = B-
77-79% = C+
74-76% = C
70-73% = C-
60-69% = D
Below 60% = F
X. Grades will be based on:
1. TESTS: Mid-term and Final examinations – Each worth 15% of your grade for a total of 30% of your final grade.
2. FIELDBASED EXPERIENCE: Each student will design a series of interview questions geared toward discovering interviewees’ perceptions regarding the roles and functions of school psychologists and complete one individual interview with a practicing school psychologist. —15% of final grade.
3. REFLECTION PAPERS: From the provided list, or other professional references, write a weekly, one page reflection paper on a topic of your choice relevant to the roles and functions of a school psychologist. These papers will be presented to the class -- Total of 15% of final grade.
4. PRESENTATION: There will be two formal individual presentations. 1) You will present your interview (15% of grade), and 2) Pick a topic relevant to the roles and functions of a school psychologist, write a research paper and present your paper to the class (15% of grade). You must provide a list of references, resources, and a summary on your topic to the rest of the class. Evaluation of presentation will be based on the (a) organization and delivery of presentation, (b) materials presented before and during the presentation, (c) ability to involve class in discussion/activities. —Total of 30% of final grade.
5. ATTENDANCE AND PARTICIPATION: Regular class attendance and participation in assigned activities. -- 10% of final grade.
XI. Supplementary Resources:
Students will be expected to become familiar with Internet based resources for the practice of school psychology. The following sites are gateway sights to organizations and also provide links to additional resources for the practitioner.
National Association of School Psychologists:
http://www.nasponline.org/information/main_links.html
NASP listserve: http://groups.yahoo.com/groups/NASP-listserv/
Division 16-American Psychological Assn. http://www.indiana.edu/~div16/index.html
Future of School Psychology conference: http://www.indiana.edu/~futures/
American Psychological Assn: http://www.apa.org/
Utah School Psychology Association: http://www.coe.usu.edu/psyc/uasp/
International School Psychology Association: http://www.ispaweb.org/en/index.html
Best Practices in School Psychology IV, Alex Thomas and Jeff Grimes, ISBN 0932955851
XII. Class Schedule
DATE TOPIC READINGS/ASSIGNMENTS
August 30 -- First day of class Introductions/syllabus review
September 1 Complete Appendix A (417-419)
September 6 Intro to field of school psych. Chapter 1
September 8 Reflection paper
September 13 Historical development Chapter 2
September 15 Reflection paper
September 20 Employment context Chapter 3
September 22 Reflection paper
September 27 Roles and functions Chapter 4
September 29 Reflection paper
October 4 Professional accountability Chapter 5
October 6 Reflection paper
October 11 Preparation of school psych. Chapter 6
October 13 Mid-Term (Chapters 1-6)
October 18 Regulating school psych. Chapter 7
October 20 Reflection paper
October 25 Practica and Internships Chapter 8
October 27 Reflection paper
November 1 Past, present, and future perspectives Chapter 9
November 3 Reflection paper
November 8 International school psych Chapter 10
November 10 Reflection paper
November 15 Perspectives on the future Chapter 11
November 17 Reflection paper
November 22 Thanksgiving break
November 24—Thanksgiving Holiday
November 29 Professional Ethics Pages 427-476
December 1 Paper presentations
December 6 TBA- Paper presentations
December 8-- Last day of class Paper presentations
December 15 @ 5:00-7:00 p.m. Final
XIII. Possible Topics for Paper and Presentation
n Counseling students in a school setting
n Collaboration (as a team member, deciding who to test, eligibility, etc.)
n Consultation with regular education teacher and parents
n Pre-referral teams
n Crisis Intervention Teams
n Current legal decisions (describe the situation, concerns of both parties, court ruling and what should have been done to remediate).
Class Policies
Plagiarism: Any student who represents the work of another person as his or her own on any of the papers or the presentations will receive zero (0) credit for that paper or presentation. Cheating, submitting work other than your own, or plagiarism may result in penalties ranging from an F in the course to expulsion from the university. All students are subject to the University Policy Statement on Academic Dishonesty in the current Catalog.
Attendance: It is the student's responsibility to keep up with discussion and assignments. Making up late work will be at the discretion of the instructor.
Grading: A letter grade consistent with the student's performance on assignments will be awarded upon completion of the requirements of this course. A grade of incomplete (I) may be awarded, but only in extraordinary cases. The expectation is that all work will be submitted on or before the date it is due. Insufficient time, poor time management, or course or work overloads are NOT sufficient reason for awarding an I.
Drop/Withdrawal: Students who drop or withdraw from the course must notify the instructor in writing. Failure to notify the instructor shall result in the student being considered absent without leave from the class and the student shall be considered responsible for all work missed.
Course changes: The instructor reserves the right to modify or change any part or all of the syllabus or the course requirements at any time during the quarter. Students shall be notified of any such changes.
Syllabus Disability Statement
To request academic accommodations due for a disability, please contact the Office of Students with Disabilities. If you have a self-identification form from the Office for Students with Disabilities indicating that you have a disability, which requires accommodation, please present it to me so we can discuss the accommodations you might need in class.
Periodicals, Newsletters, and Law Reports that Address Ethical and Legal Issues
APA Monitor
The official newsletter of the American Psychological Association. Includes anEthics Columnand articles on law and ethics.
Education Week
This weekly newspaper is published 40 weeks out of the year, and contains up-to-date news related to education. Easy-to-read articles in law affecting schools including legislative developments and emerging case law.
Individuals with Disabilities Education Law Report
The I.D.E.L.R. is a publication of a national special education law reporting service. It includes court rulings, administrative hearing decisions, U.S. Department of Education policy statements, and findings from Office of Civil Rights complaints investigations.
Journal of Law and Education
A quarterly journal to educational law.
NASP Communiqué
The official newsletter of the National Association of School Psychologists.
Professional Psychology: Research and Practice
This journal frequently publishes articles on ethics and law as they affect the practice of professional psychology, including school psychology.
SPAN Update
The official newsletter of the School Psychologists Action Network (SPAN) produced by the NASP government and Professional Relations Committee.
The Special Educator
A biweekly newsletter that provides a review and analysis of events of importance to special educators.
West’s Education Law Reporter
A law reporter that includes educational law court cases and articles on education law.