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Kansas City School Psychology Internship
Internship Handbook
2021-22
Contact Information
Kansas City School Psychology Internship
Special Education – NKC Schools
2000 NE 46th Street
Kansas City, Missouri 64116
https://www.nkcschools.org/Page/4573
Program Training Director:
Pamela August, PhD
816-321-4067
Director of Special Education
Samantha Poindexter
816-321-3848
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Handbook Contents
Program Aims and Mission 3
Program Goals & Content
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Internship Policies
KCSPI Supervision Requirements Policy
KCSPI Intern Selection and Academic Preparation
Requirements Policy
KCSPI Stipend, Benefits, and Resources Policy
KCSPI Intern Evaluation, Retention, and Termination Policy
KCSPI Diversity and Non-Discrimination Policy
KCSPI Telesupervision Policy
Appendices
A -Grievance and Due Process Procedures
B- NASP Practice Model
C- APA Core Competencies
D- Intern Competency Evaluation Form
E -Intern Feedback Form
F-.Intern Goal Development Worksheet
G-Handbook Receipt Signature Page
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Program Aims and Mission As champions for students, North Kansas City Schools’ mission is to ensure that all are life-ready and ethically grounded in an ever-changing world through innovative educational experiences that:
• Inspire Lifelong Learning • Embrace Inclusion • Forge a Unified Community
The aim of the KCSPI is to provide an extraordinary learning experience that helps school psychology interns become highly skilled practitioners. We focus on giving trainees a solid foundation in the essential skills of school psychology, while also providing the wide range of experiences and specialized training that will allow interns to develop into confident professionals. Our aim of developing highly skilled school psychologists is obviously well served in a school setting, but North Kansas City Schools is ideal because it has a highly diverse student population, a low student to school psychologist ratio, and a focus on early intervention programs including a robust Multi-Tiered System of Supports. North Kansas City Schools has been recognized in Missouri for its intervention delivery model, and provides a wide range of specialized services to students in need. We have a team of professionals including teachers, administrators, occupational therapists, physical therapists, vision and hearing specialists, speech-language pathologists, social workers, behavior analysts, and nurses who collaborate with interns to provide a range of assessment and intervention services. Because collaboration is such an essential skill for school psychologists, the summer rotation in a hospital or clinic setting is another key educational opportunity. When school is not in session, interns have the chance to work at either a pediatric psychiatric inpatient hospital, or a developmental clinic at a medical center. In these settings, the interns further develop their assessment and intervention skills, but are asked to use a medical model of diagnosis and service provision. With this final rotation of the internship year, our trainees gain a deeper understanding of the similarities and differences between the two models. North Kansas City Schools (NKC) NKC Schools is a district of over 20,000 students in the Kansas City Missouri metro area, and is the founding organization of the internship. The Internship Training Director works as the Coordinator for School Psychology, and internship meetings and events such as interviews are held in NKC. NKC Schools hosts up to three doctoral interns each year, who are assigned to district elementary schools for the school-based rotation (August-May). NKC Schools is responsible for the stipend and benefits of the interns, and provides supervision and training during the school rotation.
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Interns are assigned to one of our partner sites during the summer months of June and July. Assignments are based on intern preference whenever possible. Crittenton Children’s Center of St. Luke’s Health System (Crittenton) Crittenton is a psychiatric hospital in the Kansas City metro area, affiliated with the St. Luke’s Health System. CCC serves children, youth, and families in crisis with emergency services, inpatient care, assessment, group and individual therapy, and much more. Crittenton has multiple licensed psychologists on staff, with one supervisor appointed to work with interns during the summer rotation. At the end of the school year, interns spend June and July observing and providing assessment, intake interviews, and therapeutic interventions in this hospital setting under close supervision. Crittenton provides the majority of supervision hours during June and July, but additional supports are available through the Training Director as needed. University of Kansas Medical Center – Department of Developmental and Behavioral Sciences (KU Med) KU Med provides services to families through their Developmental and Behavioral Sciences Clinic, including assessment of autism and developmental disorders, parent training, and behavioral consultation. Interns work closely with their team of psychologists and allied professionals to conduct thorough evaluations and assist parents in learning to support children with diverse needs. Interns participate in screening, intake, assessment, consultation, and psychoeducational clinics at KU Med, and receive training in use of the ADOS-2 and other tools. Program Goals At the Kansas City School Psychology Internship, we focus on giving trainees a solid foundation in the essential skills, while also providing the wide range of experiences and specialized training that will allow interns to develop into highly skilled practitioners. We work with our partner sites to provide training in a number of settings. We challenge our interns to participate in all aspects of supporting student success.
Our program uses the National Association of School Psychologists’ (NASP) Practice Model (Appendix B) and the American Psychological Association (APA) Competencies (Appendix C) as our guide and evaluation tool (Appendix D). Intern experiences are guided closely by individualized growth plans that they develop in consultation with the training director (Appendix F). Each intern develops two specific goals for each of the competencies, and throughout the year they review their growth plans in consultation with supervisors to ensure that goals are being met. Cases, projects, and tasks are individually assigned to ensure opportunities for experience in each area. Content of Training Our 12-month, 1800+ hour internship is designed to produce professional and competent school
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psychologists who will go on to become leaders in their field. At least 25% of the intern’s time is spent in face-to-face contact with clients, which may include students, teachers, and parents. Typically, about 15 hours per week are spent in direct contact activities.
Because they are assigned primarily to elementary schools for 10 months of the internship, all interns gain experience with managing caseloads, reviewing data for eligibility determinations, consulting with school teams on response to intervention procedures, and conducting standardized assessments. Interns are also assigned cases at other schools or programs in the school district to expand on their experiences and meet their training goals. Other common activities include behavioral consultations and functional behavioral assessments, developing behavior intervention plans, providing direct interventions such as group or individual counseling, advising teachers on appropriate IEP goals and services, and participating in building activities such as problem-solving, data review, or PBIS teams.
During the summer months (June and July), our interns are exposed to a very different setting during their rotation at Crittenton Children’s Center or KU Med. The focus of this experience is to allow more intensive experiences with individual, group, and family therapy. Interns gain further training in treatment and assessment of severe mental health problems in children and adolescents. By participating in didactic training seminars with trainees from neighboring school districts, interns gain exposure to varied perspectives and practices.
Additional activities and assignments are determined based on the intern’s personal goals, or areas of competence that are determined appropriate for further development by their supervisors. Interns may have cases at preschool, middle, high school, or alternative programs within the district. We consider it equally important that interns become well-rounded practitioners, and that they develop areas of specialty. As such, regular check-ins take place during supervision, and interns play an important role in determining their cases and assignments.
Accreditation Status
For the 2021-22 internship year we are APPIC Members and are not APA Accredited. Questions related to the program's accredited status should be directed to the Commission on Accreditation, Office of Program Consultation and Accreditation, American Psychological Association, 750 1st Street, NE, Washington, DC 20002; Phone: (202) 336-5979; E-mail: [email protected]; Web: www.apa.org/ed/accreditation.
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Internship-Specific Policies
KCSPI Supervision Requirements Policy
The internship consortium employs a training director who is a doctoral-level psychologist and currently licensed by the state regulatory boards of psychology to practice at the independent level in Missouri and Kansas. The training director, with support from all three sites, is responsible for the integrity and quality of the internship program. The internship consortium has two additional licensed psychologists on staff available as supervisors. Two or more pre-doctoral interns are engaged in training at the internship agency. Individual. A minimum of two hours each week of regularly scheduled individual face-to-face supervision takes place during the full-time doctoral internship. The primary supervisor is a doctoral level psychologist licensed for practice at the independent level. The doctoral-level licensed psychologist has primary professional clinical responsibility for the intern’s cases, and is identified as such in written and oral communication with clients and families.
Group. In addition to the individual supervision, the intern spends at least two additional hours each week in scheduled group supervision. Group supervision is led by a doctoral-level school psychologist who is certified to practice in schools.
Didactic. An average of at least 2 hours a week are spent in regularly scheduled, supervised, documented training activities with other doctoral psychology interns. These activities may include professional development activities or in-service training, case conferences, seminars on professional issues, or observations of health, educational, and/or child/adolescent service delivery. This list of possible activities for the intern to engage in is not exhaustive. Other appropriately credentialed professionals other than school psychologists may be involved in these activities. Didactic Seminars are scheduled on a regular basis, and cover a variety of topics. A tentative schedule of didactic seminars and topics is available on the Internship Canvas webpage.
Observations. Direct observations of interns are conducted by supervisors throughout the internship year. Interns are observed directly in client-contact activities (e.g., intake or feedback meetings, testing sessions, group or individual therapy) at a minimum of once every 6 weeks through the internship, but with higher frequency at the start of the school and hospital rotations, or as needed in new or challenging situations. These observations are used for supervisors to model effective techniques and provide detailed immediate feedback to interns and inform semi-annual intern evaluation ratings.
Supervisors. During the school-based months of the internship (August-May), Dr. August will provide most of the supervision hours, while Dr. Wallace is available for additional consultation. During the summer months (June-July), Dr. Blair and Dr. McGovern provide the majority of the supervision hours, while Dr. August is available for consultation and provides oversight.
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KCSPI Intern Selection and Academic Preparation Requirements Policy Application Process The Kansas City School Psychology Internship currently offers 3 full-time internship positions. Students interested in applying for the internship program should submit an online application through the APPIC website (www.appic.org) using the APPIC Application for Psychology Internships (AAPI). A complete application consists of the following materials:
1. A completed online AAPI 2. Cover letter (as part of AAPI) 3. A current Curriculum Vitae (as part of AAPI) 4. Three Standard Reference Forms (as part of AAPI). 5. Official transcripts of all graduate coursework.
All application materials must be received by the date noted in the current APPIC directory listing in order to be considered. Application Screening and Interview Processes KCSPI requires that applicants are currently enrolled and in good standing in an APA- or CPA-accredited doctoral program in school psychology. KCSPI will base its selection process on the entire application package noted above; however, applicants who have met the following qualifications prior to beginning internship will be considered preferred:
1. A minimum of 750 total intervention and assessment hours (doctoral and masters) 2. Some experience or special interest in working with diverse populations 3. Practicum experience in psychological assessment of children
All applications will be reviewed by KCSPI’s Training Committee using a standard Application Rating Form and evaluated for potential goodness of fit with the internship program. The Training Committee meets to determine which applicants to invite for interviews based upon the results of this review process. Applicants are notified whether they have received an interview by email on or before December 15. Interview dates are offered in January, but applicants will have an opportunity to select another date if needed. All applicants will be offered the chance to interview virtually with members of the Training Committee, including the Training Director. Interviews are conducted using a standard set of interview questions, although members of the Training Committee may ask additional interview questions of applicants as appropriate. Applicants are encouraged to ask questions to learn more about the internship. Applicants will
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also be offered a chance to meet with current or former interns without the Training Director present. Participation in the APPIC Match The Training Committee will confer within two weeks of the final interviews being completed to determine applicant rankings. The full application package and information gleaned from the interview process are utilized to determine applicant rankings. As a member of APPIC, KCSPI participates in the national internship matching process by submitting its applicant rankings to the National Matching Service. KCSPI abides by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant. Questions regarding any part of the selection process or KCSPI’s academic preparation requirements may be directed to the Training Director. All interns who match to KCSPI must provide proof of citizenship or legal residency and must successfully pass a fingerprint-based background check before beginning employment. The history of a felony or misdemeanor may prevent the intern from working at KCSPI. For further information about the KCSPI’s application process, please contact the Training Director: Pamela August, PhD North Kansas City Schools 2000 NE 46th Street, Kansas City MO 64116 816-321-4067 [email protected] Communication with Doctoral Programs The minimum program communications with doctoral programs are through email communication at least 3 times a year; however, additional communication is strongly encouraged. Doctoral programs are contacted after the match to share internship contracts, and at mid-year and end-of-year when intern evaluations are completed. Intern evaluation forms are shared with the doctoral program via email attachments, as are the certificates of completion, unless other forms of communications are required. Additional communications in the form of phone calls, teleconference or other meetings are encouraged and any requests from programs for additional meetings are honored. If any concerns with intern performance should arise, contract with the training program is an early step in the remediation process.
KCSPI Stipend, Benefits, and Resources Policy
The annual stipend for all interns at the Kansas City School Psychology Internship is $25,000. As employees of North Kansas City Schools, interns receive comprehensive health benefits, as well as 10 days of Paid Time Off (PTO) and holidays in accordance with the district’s certified staff
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calendar. Questions regarding specific benefits packages can be directed to NKC Schools’ Human Resources department at 816-321-5000. Interns should submit requests for time off to their primary supervisor at least 5 days in advance of the anticipated leave date. Interns are responsible for communicating anticipated absences to all supervisors for whom work will be missed. Sick leave must be communicated to the intern’s principal and primary supervisor as soon as the intern is physically able to do so. Supervisors are available for any questions related to time off or release time. KCSPI interns have access to numerous resources. All interns are provided with individual office space, a desk, laptop computer, office phone, voicemail, printers, software, ID badges, and basic office supplies. Intervention manuals, assessment materials, other training materials, and access to the DSM 5 and ICD-10 are provided by KCSPI. Additional materials that may be needed may be purchased using Special Education Department funding with Training Committee approval. Attendance at local and state professional conferences is encouraged and funded by KCSPI when opportunities are available. Each intern additionally has access to administrative and IT support.
KCSPI Intern Evaluation, Retention, and Termination Policy
The Kansas City School Psychology Internship (KCSPI) requires that interns demonstrate minimum levels of achievement across all competencies and training elements. Interns are formally evaluated by their primary supervisor twice annually, at the midpoint and end of the internship year. Evaluations are conducted using a standard rating form, the Internship Competency Evaluation, which includes comment spaces where supervisors include specific written feedback regarding the interns’ performance and progress. The evaluation form includes information about the interns’ performance regarding all of KCSPI’s expected training competencies and the related training elements. Supervisors are expected to review these evaluations with the interns and provide an opportunity for discussion at each timepoint. A minimum level of achievement on each evaluation is defined as an average rating of “4” for each competency, with no element rated less than a 3. The rating scale for each evaluation is a 5-point scale, with the following rating values: 1 = Remedial, 2 = Beginning/Developing Competence, 3 = Intermediate Competence, 4 = Proficient Competence, 5 = Advanced Competence. If an intern receives a score less than 3 on any training element at the mid-year evaluation, or if supervisors have reason to be concerned about the student’s performance or progress, the program’s Due Process procedures will be initiated. The Due Process guidelines can be found in the KCSPI Handbook – Appendix A. Interns must receive an average rating of 4 or above on all competencies and no ratings below a 3 on all training elements to successfully complete the program. Additionally, all KCSPI interns are expected to complete 1800 hours of training during the internship year. Meeting the hour requirement and obtaining sufficient ratings on all evaluations demonstrates that the intern has progressed satisfactorily through and completed the internship program. Intern evaluations, certificates of completion, and the internship handbook are maintained indefinitely by the Training Director in a secure digital file.
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Intern evaluations and any other relevant feedback to the interns’ home doctoral program is provided at minimum at the mid-point and end of the internship year. Doctoral programs are contacted within one month following the end of the internship year and informed that the intern has successfully completed the program. If successful completion of the program comes into question at any point during the internship year, or if an intern enters into the formal review step of the Due Process procedures due to a concern by a faculty member or an inadequate rating on an evaluation, the home doctoral program is contacted. This contact is intended to ensure that the home doctoral program, which also has a vested interest in the interns’ progress, is kept engaged in order to support an intern who may be having difficulties during the internship year. The home doctoral program is notified of any further action that may be taken by KCSPI as a result of the Due Process procedures, up to and including termination from the program. In addition to the evaluations described above, interns complete an evaluation of their supervisor and a program evaluation at the mid-point and end of the training year. Feedback from these evaluations will be used to inform changes or improvements made to the training program. All evaluation forms are available in the KCSPI Handbook. Records of intern performance, including competency evaluations, hour logs, internship handbooks, and other verifications of internship experience, are permanently maintained by the Training Director and accessible by the Director of Special Education. Records are maintained in a secure, locked filing cabinet in the Training Director’s office; and back-up copies are stored in digital files that are password-protected. The internship would also maintain permanent records of any formal complaints and grievances in the same filing system, should they occur.
KCSPI Diversity and Non-Discrimination Policy The Kansas City School Psychology Internship fully supports and complies with the North Kansas City Schools Educational Equity Policy (ACJ) which is re-stated below. Our school psychology internship has a unique role in supporting the work that the district has set forth in removing barriers and systemic inequities that have long been present in the educational system. We believe that recruiting and retaining interns and staff from diverse backgrounds can help us all be better by providing the opportunity to learn from varied perspectives, and can further benefit our students who may see themselves reflected in school leaders who are more like them in terms of minoritizing factors like race, gender identity, sexual orientation, religion, language, ability, socioeconomic status, or national origin. We further believe there is a need to hear diverse voices in school psychology and education, and are committed to listening to and promoting the works of diverse scholars and leaders in our field. We are also committed to the ongoing process of reviewing research and information that includes current evidence-based methods to support diverse learners.
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Finally, as school psychologists we are first and foremost advocates for students, therefore we will remain focused on considering how student identities can interact with and impact performance at school. We will share this information with our teams, so that every effort is made to provide equitable and culturally-sensitive recommendations that will support each individual student, while creating a learning environment that fosters a sense of belonging for all.
The Board of Education of North Kansas City Schools champions all students' success and believes that they deserve learning environments in which their racial and ethnic diversity is valued and contributes to their academic success. We believe that diversity is the strength of the school district and it requires that we work systemically to eliminate racial inequalities and inequities.
The Board acknowledges the complexity of historical factors contributing to inequities within our education system. Rather than uphold these practices that perpetuate lower predictable outcomes of our students based on, but not limited to, race, ethnicity, gender identity, sexual orientation, socioeconomic status, religion, national origin, language and disability, we will hold the district accountable by working to create an education environment that is barrier free.
Eliminate Systemic Disparities
To interrupt systems that perpetuate inequities, North Kansas City Schools will:
1. Develop the personal stance, professional and organizational skills of staff to address the presence of all forms of oppression.
2. Include the diversity of thought by inviting students, patrons and staff to the table when reviewing challenges that can be solved in an adaptive nature, rather than implement a technical process or solution that further creates barriers within our district.
To center our work on four pillars of commitment to interrupt inequalities and inequities, North Kansas City Schools will:
1. Create a High Performing Culture and Climate for All Students (Build Positive Relationships with Students and Staff Academically and Socially).
2. Improve All Students' Academic Experiences/Outcomes (Promote Student Learning through Innovative Practices and Align Talent with Opportunity and Needs).
3. Support Student Well-Being and Increase Students' Sense of Belonging (Promote Student Advocacy through Student Support and Programming).
4. Develop Pathways for Family and Community Engagement (Increase Effective Family and Community Partnerships that Lead to Equitable Outcomes for All Students).
Under these pillars, our work will be organized through:
Policy ACJ: EDUCATIONAL EQUITY Status: ADOPTED
Original Adopted Date: 09/22/2020
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1. Each school will maintain a diversity council that provides training and structures that provide student voice in planning and decision making in school rules, procedures and protocols. Students will also learn to more effectively communicate with their fellow students and staff using restorative practices.
2. Training for our district leadership in the formation of policies, practices and protocols that ensure equity in the district. These will include practices that result in diminishing disproportionate outcomes for students in student achievement and student discipline. Accountability measures will be monitored as part of the staff evaluation system. These measures will also include practices that increase equity related to staff recruitment, hiring and retention practices.
3. Training staff on culturally responsive teaching methods and monitoring their use of those methods regularly. Providing students with a curriculum where all students can see themselves reflected in positive ways.
4. Empowering our district patrons to have a voice in how we work toward equitable outcomes through the use of community forums that not only invite parent/patron voice, but seek it out in all areas of the community that will inform agenda setting and decision making at all levels.
Implementation and Monitoring The Board directs the superintendent to develop and implement a systemwide equity plan with goals and accountability for academic improvements for district students. Annual reporting of progress on this plan will be provided to the Board, staff, students and patrons.
KCSPI Telesupervision Policy The Kansas City School Psychology Internship KCSPI uses videoconferencing at times to provide individual supervision, group supervision, or didactic trainings to interns. This format is used for reasons including reducing travel time and increasing convenience, since interns are frequently dispersed across separate training sites. Interns and a faculty facilitator meet in a virtual conference room and interact via high-quality real-time transmission of simultaneous video and audio. The use of videoconference technology for supervisory experiences is consistent with KCSPI’s model and training aim as KCSPI places a strong training emphasis on effective and efficient practices, and on giving interns access to a variety of experiences throughout the district and our partner sites. The content of telesupervision should be largely consistent with the content of in-person meetings, therefore the telesupervision can further the same aims and training outcomes. The benefits are that time saved in travelling to supervision meetings can be spent in other quality training activities and the use of videoconferencing for didactics can allow interns to participate in trainings with experts outside the local area. However, we value the relationships between interns and supervisors and among the intern cohort, therefore tele-supervision is limited to no more than 50% of the monthly supervision
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hours, unless health or other safety issues prevent in-person meetings temporarily. An emphasis on in-person meetings at the start of the training year is encouraged to help develop relationships. In cases where tele-supervision exceeds 50%, the reasons must be documented by the supervisor. All KCSPI videoconferencing occurs over a secure network using district-administered videoconferencing technology. Supervision sessions using this technology are never recorded, thus protecting the privacy and confidentiality of all trainees. All interns are provided with instruction regarding the use of the videoconferencing equipment at the outset of the training year. Technical difficulties that cannot be resolved on site are directed to the Information Technology (IT) Help Desk.
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Appendix A
Kansas City School Psychology Internship Due Process and Grievance Procedures
Due Process Procedures
Due Process Procedures are implemented in situations in which a supervisor or other faculty or staff member raises a concern about the functioning of a doctoral intern. KCSPI’s Due Process procedures occur in a step-wise fashion, involving greater levels of intervention as a problem increases in persistence, complexity, or level of disruption to the training program. Rights and Responsibilities These procedures are a protection of the rights of both the intern and the doctoral internship training program, and also carry responsibilities for both. Interns: The intern has the right to be afforded with every reasonable opportunity to remediate problems. These procedures are not intended to be punitive; rather, they are meant as a structured opportunity for the intern to receive support and assistance in order to remediate concerns. The intern has the right to be treated in a manner that is respectful, professional, and ethical. The intern has the right to participate in the Due Process procedures by having his/her viewpoint heard at each step in the process. The intern has the right to appeal decisions with which he/she disagrees, within the limits of this policy. The responsibilities of the intern include engaging with the training program and the institution in a manner that is respectful, professional, and ethical, making every reasonable attempt to remediate behavioral and competency concerns, and striving to meet the aims and objectives of the program. Internship Program: KCSPI has the right to implement these Due Process procedures when they are called for as described below. The program and its faculty/staff have the right to be treated in a manner that is respectful, professional, and ethical. The program has a right to make decisions related to remediation for an intern, including probation, suspension and termination, within the limits of this policy. The responsibilities of the program include engaging with the intern in a manner that is respectful, professional, and ethical, making every reasonable attempt to support interns in remediating behavioral and competency concerns, and supporting interns to the extent possible in successfully completing the training program. Definition of a Problem For purposes of this document, a problem is defined broadly as an interference in professional functioning which is reflected in one or more of the following ways: 1) an inability and/or unwillingness to acquire and integrate professional standards into one's repertoire of professional behavior; 2) an inability to acquire professional skills in order to reach an acceptable level of competency; and/or 3) an inability to control personal stress, psychological dysfunctions, and/or excessive emotional reactions which interfere with professional functioning. It is a professional judgment as to when an issue
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becomes a problem that requires remediation. Issues typically become identified as problems that require remediation when they include one or more of the following characteristics: 1) the intern does not acknowledge, understand, or address the problem when it is identified; 2) the problem is not merely a reflection of a skill deficit which can be rectified by the scheduled sequence of clinical or didactic training; 3) the quality of services delivered by the intern is sufficiently negatively affected; 4) the problem is not restricted to one area of professional functioning; 5) a disproportionate amount of attention by training personnel is required; 6) the trainee's behavior does not change as a function of feedback, and/or time; 7) the problematic behavior has potential for ethical or legal ramifications if not addressed; 8) the intern's behavior negatively impacts the public view of the agency; 9) the problematic behavior negatively impacts other trainees; 10) the problematic behavior potentially causes harm to a patient; and/or, 11) the problematic behavior violates appropriate interpersonal communication with agency staff. Informal Review When a supervisor or other faculty/staff member believes that an intern’s behavior is becoming problematic or that an intern is having difficulty consistently demonstrating an expected level of competence, the first step in addressing the issue should be to raise the issue with the intern directly and as soon as feasible in an attempt to informally resolve the problem. This may include increased supervision, didactic training, and/or structured readings. The supervisor or faculty/staff member who raises the concern should monitor the outcome. Formal Review If an intern’s problem behavior persists following an attempt to resolve the issue informally, the following process is initiated: A. Notice: The intern will be notified in writing that the issue has been raised to a formal level of review, and that a Hearing will be held. B. Hearing: The supervisor or faculty/staff member will hold a Hearing with the Training Director (TD) and intern within 10 working days of issuing a Notice of Formal Review to discuss the problem and determine what action needs to be taken to address the issue. If the TD is the supervisor who is raising the issue, an additional faculty member who works directly with the intern will be included at the Hearing. The intern will have the opportunity to present his/her perspective at the Hearing and/or to provide a written statement related to his/her response to the problem. C. Outcome and Next Steps: The result of the Hearing will be any of the following options, to be determined by the Training Director and other faculty/staff member who was present at the Hearing. This outcome will be communicated to the intern in writing within 5 working days of the Hearing:
1) Issue an "Acknowledgement Notice" which formally acknowledges a) that the faculty is aware of and concerned with the problem; b) that the problem has been brought to the attention of the intern; c) that the faculty will work with the intern to specify the steps necessary to rectify the problem or skill deficits addressed by the inadequate evaluation rating;
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and, d) that the problem is not significant enough to warrant further remedial action at this time. 2) Place the intern on a "Remediation Plan" which defines a relationship such that the faculty, through the supervisors and TD, actively and systematically monitor, for a specific length of time, the degree to which the intern addresses, changes and/or otherwise improves the problematic behavior or skill deficit. The implementation of a Remediation Plan will represent a probationary status for the intern. The length of the probation period will depend upon the nature of the problem and will be determined by the intern’s supervisor and the TD. A written Remediation Plan will be shared with the intern and the intern’s home doctoral program and will include: a) the actual behaviors or skills associated with the problem; b) the specific actions to be taken for rectifying the problem; c) the time frame during which the problem is expected to be ameliorated; and, d) the procedures designed to ascertain whether the problem has been appropriately remediated. At the end of this remediation period as specified in ‘c’ above, the TD will provide a written statement indicating whether or not the problem has been remediated. This statement will become part of the intern’s permanent file and will be shared with the interns home doctoral program. If the problem has not been remediated, the Training Director may choose to move to Step D below or may choose to extend the Remediation Plan. The extended Remediation Plan will include all of the information mentioned above and the extended time frame will be specified clearly. 3) Place the intern on suspension, which would include removing the intern from all clinical service provision for a specified period of time, during which the program may support the intern in obtaining additional didactic training, close mentorship, or engage some other method of remediation. The length of the suspension period will depend upon the nature of the problem and will be determined by the intern’s supervisor and the TD. A written Suspension Plan will be shared with the intern and the intern’s home doctoral program and will include: a) the actual behaviors or skills associated with the problem; b) the specific actions to be taken for rectifying the problem; c) the time frame during which the problem is expected to be ameliorated; and, d) the procedures designed to ascertain whether the problem has been appropriately remediated. At the end of this suspension period as specified in ‘c’ above, the TD will provide to the intern and the intern’s home doctoral program a written statement indicating whether the problem has been remediated to a level that indicates that the suspension of clinical activities can be lifted. The statement may include a recommendation place the intern on a probationary status with a Remediation Plan. In this case, the process in #2 above would be followed. This statement will become part of the intern’s permanent file.
D. If the problem is not rectified through the above processes, or if the problem represents gross misconduct or ethical violations that have the potential to cause harm, the intern’s placement within the internship program may be terminated. The decision to terminate an intern’s position would be made by the Training Committee and a representative of Human Resources and would represent a discontinuation of participation by the intern within every aspect of the training program. The Training Committee would make this determination during a meeting convened within 10 working days of the previous step completed in this process, or during the regularly scheduled monthly Training Committee meeting, whichever occurs first. The TD may decide to suspend an intern’s clinical activities during this
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period prior to a final decision being made, if warranted. The internship program will notify APPIC and the intern’s home doctoral program of the decision. All time limits mentioned above may be extended by mutual consent within a reasonable limit. Appeal Process If the intern wishes to challenge a decision made at any step in the Due Process procedures, the intern may request an Appeals Hearing before the Training Committee. This request must be made in writing to the TD within 5 working days of notification regarding the decision with which the intern is dissatisfied. If requested, the Appeals Hearing will be conducted by a review panel convened by the TD and consisting of him/herself (or another supervisor, if appropriate) and at least two other members of the training faculty who work directly with the intern. The intern may request a specific member of the training faculty to serve on the review panel. The Appeals Hearing will be held within 10 working days of the intern’s request. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel may uphold the decisions made previously or may modify them. Decisions made by the review panel will be shared with the intern and the intern’s home doctoral program. If the intern is dissatisfied with the decision of the review panel, he/she may appeal the decision, in writing, to the Assistant Superintendent of Human Resources for North Kansas City Schools. If the intern is dissatisfied with the decision of Assistant Superintendent of Human Resources, he/she may appeal the decision, in writing, to the district Superintendent. Each of these levels of appeal must be submitted in writing within 5 working days of the decision being appealed. The Superintendent of North Kansas City Schools has final discretion regarding outcome. Decisions made during these appeal processes will be shared with the intern and the intern’s home doctoral program.
Grievance Procedures Grievance Procedures are implemented in situations in which a psychology intern raises a concern about a supervisor or other faculty member, trainee, or any aspect of the internship training program. Interns who pursue grievances in good faith will not experience any adverse professional consequences. This guidance applies in situations in which an intern raises a grievance about a supervisor, staff member, trainee, or the internship program. Informal Review First, the intern should raise the issue as soon as feasible with the involved supervisor, staff member, other trainee, or the TD in an effort to resolve the problem informally. Formal Review If the matter cannot be satisfactorily resolved using informal means, the intern may submit a formal grievance in writing to the TD. If the TD is the object of the grievance, the grievance should be submitted to the Director of Special Education. The individual being grieved will be asked to submit a response in writing. The TD (or Director of Special Education, if appropriate) will meet with the intern
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and the individual being grieved within 10 working days. In some cases, the TD or Director of Special Education may wish to meet with the intern and the individual being grieved separately first. In cases where the intern is submitting a grievance related to some aspect of the training program rather than an individual (e.g. issues with policies, curriculum, etc.) the TD and Director of Special Education will meet with the intern jointly. The goal of the joint meeting is to develop a plan of action to resolve the matter. The plan of action will include a) the behavior/issue associated with the grievance; b) the specific steps to rectify the problem; and, c) procedures designed to ascertain whether the problem has been appropriately rectified. The TD or Director of Special Education will document the process and outcome of the meeting. The intern and the individual being grieved, if applicable, will be asked to report back to the TD or other Director of Special Education in writing within 10 working days regarding whether the issue has been adequately resolved. If the plan of action fails, the TD or Director of Special Education will convene a review panel consisting of him/herself and at least two other members of the training faculty within 10 working days. The intern may request a specific member of the training faculty to serve on the review panel. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel has final discretion regarding outcome. If the review panel determines that a grievance against a staff member cannot be resolved internally or is not appropriate to be resolved internally, then the issue will be turned over to the Human Resources in order to initiate the agency’s due process procedures
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Appendix B - NASP Practice Model (2020) The following domains, while described below as distinct, regularly interact and intersect within the context of service delivery. Understanding the domains helps inform the range of knowledge and skills school psychologists can provide. The NASP Practice Model outlines how services are integrated to best meet the needs of students, families, and the school community. A complete list of professional practice examples for each domain can be found in the NASP Practice Model Standards within the NASP 2020 Professional Standards.
Practices That Permeate All Aspects of Service Delivery
Domain 1: Data-Based Decision Making-School psychologists understand and utilize assessment methods for identifying strengths and needs; for developing effective interventions, services, and programs; and for measuring progress and outcomes within a multitiered system of supports. School psychologists also use a problem-solving framework as the basis for all professional activities. Through this process, they systematically collect data from multiple sources as a foundation for decision making at the individual, group, and systems levels while also considering ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention. Domain 2: Consultation and Collaboration-School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, schools and systems, and methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision-making and problem-solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
Domain 3: Interventions and Instructional Support to Develop Academic Skills-School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills.
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills-School psychologists have 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. School psychologists, in collaboration with others, design, implement and evaluate services that promote resilience and positive behavior, support socialization, and adaptive skills, and enhance mental and behavioral health.
Domain 5: School-Wide Services to Promote Safe and Supportive Schools-School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; implementation science; and evidence-based school practices that promote learning and mental and behavioral health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for students and others
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Domain 6: Preventive and Responsive Services-School psychologists have 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. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental and behavioral health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. Domain 7: Family, School, and Community Collaboration-School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental and behavioral health; and strategies to develop collaboration between families, schools and communities. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnerships and interactions with community agencies for enhancement of academic and social–behavioral outcomes for children. Domain 8: Diversity in Development and Learning-School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts. Understanding and recognizing equitable practices for diverse student populations in development and learning, and advocacy for social justice, are foundations for all aspects of service delivery. Domain 9: Research and Program Evaluation-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 others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels. Domain 10: Legal, Ethical, and Professional Practice-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.
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Appendix C – APA Core Competencies from the Committee on Accreditation I. Research This competency is required at the doctoral and internship levels. Demonstration of the integration of science and practice, but not the demonstration of research competency per se, is required at the postdoctoral level The CoA recognizes science as the foundation of HSP. Individuals who successfully complete programs accredited in HSP must demonstrate knowledge, skills, and competence sufficient to produce new knowledge, to critically evaluate and use existing knowledge to solve problems, and to disseminate research. This area of competence requires substantial knowledge of scientific methods, procedures, and practices. II. Ethical and legal standards This competency is required at the doctoral, internship, and post-doctoral levels. Trainees are expected to respond professionally in increasingly complex situations with a greater degree of independence across levels of training. III. Individual and cultural diversity This competency is required at the doctoral, internship, and post-doctoral levels. Effectiveness in health service psychology requires that trainees develop the ability to conduct all professional activities with sensitivity to human diversity, including the ability to deliver high quality services to an increasingly diverse population. Therefore, trainees must demonstrate knowledge, awareness, sensitivity, and skills when working with diverse individuals and communities who embody a variety of cultural and personal background and characteristics. The Commission on Accreditation defines cultural and individual differences and diversity as including, but not limited to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion, culture, sexual orientation, and socioeconomic status. The CoA recognizes that development of competence in working with individuals of every variation of cultural or individual difference is not reasonable or feasible. IV. Professional values and attitudes This competency is required at the doctoral and internship levels. Trainees are expected to respond professionally in increasingly complex situations with a greater degree of independence across levels of training. V. Communication and interpersonal skills This competency is required at the doctoral and internship levels. Trainees are expected to respond professionally in increasingly complex situations with a greater degree of independence across levels of training. The CoA views communication and interpersonal skills as foundational to education, training, and practice in health service psychology. These skills are essential for any service delivery/activity/interaction, and are evident across the program’s expected competencies. VI. Assessment This competency is required at the doctoral and internship levels. Trainees are expected to respond professionally in increasingly complex situations with a greater degree of independence across levels of training. Trainees demonstrate competence in conducting evidence-based assessment consistent with the scope of Health Service Psychology. VII. Intervention This competency is required at the doctoral and internship levels. Trainees are expected to respond professionally in increasingly complex situations with a greater degree of independence across levels of training. Trainees demonstrate competence in evidence-based interventions consistent with the scope of Health Service Psychology. Intervention is being defined broadly to include but not be limited to psychotherapy. Interventions may be derived from a variety of theoretical orientations or approaches. The level of intervention includes those directed at an individual, a family, a group, a community, a population or other systems. VIII. Supervision This competency is required at the doctoral and internship level. The CoA views supervision as grounded in science and integral to the activities of health service psychology. Supervision involves the mentoring and monitoring of trainees and others in the development of
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competence and skill in professional practice and the effective evaluation of those skills. Supervisors act as role models and maintain responsibility for the activities they oversee. IX. Consultation and interprofessional/interdisciplinary skills This competency is required at the doctoral and internship level. The CoA views consultation and interprofessional/interdisciplinary interaction as integral to the activities of health service psychology. Consultation and interprofessional/interdisciplinary skills are reflected in the intentional collaboration of professionals in health service psychology with other individuals or groups to address a problem, seek or share knowledge, or promote effectiveness in professional activities.
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Appendix D - Intern Competency Evaluation Form
Kansas City School Psychology Internship
Intern Competency Evaluation Intern Name:
Supervisor:
School Site:
Mid Year Date: End Year Date:
Ratings based on observations? Mid Year: yes/no End Year: yes/no
Intern Evaluation, Retention, and Termination Policy The Kansas City School Psychology Internship (KCSPI) requires that interns demonstrate minimum levels of achievement across all competencies and training elements. Interns are formally evaluated by their primary supervisor twice annually, at the midpoint and end of the internship year. Evaluations are conducted using a standard rating form, the Internship Competency Evaluation, which includes comment spaces where supervisors include specific written feedback regarding the interns’ performance and progress. The evaluation form includes information about the interns’ performance regarding all of KCSPI’s expected training competencies and the related training elements. Supervisors are expected to review these evaluations with the interns and provide an opportunity for discussion at each timepoint. The Due Process guidelines can be found in the KCSPI Handbook. Interns must receive an average rating of 4 or above on all competencies and no ratings below a 3 on all training elements to successfully complete the program. Additionally, all KCSPI interns are expected to complete 1800 hours of training during the internship year. Meeting the hour requirement and obtaining sufficient ratings on all evaluations demonstrates that the intern has progressed satisfactorily through and completed the internship program. Intern evaluations and certificates of completion are maintained indefinitely by the Training Director in a secure digital file. Intern evaluations and any other relevant feedback to the interns’ home doctoral program is provided at minimum at the mid-point and end of the internship year. Doctoral programs are contacted within one month following the end of the internship year and informed that the intern has successfully completed the program. If successful completion of the program comes into question at any point during the internship year, or if an intern enters into the formal review step of the Due Process procedures due to a concern by a faculty member or an inadequate rating on an evaluation, the home doctoral program is contacted. This contact is intended to ensure that the home doctoral program, which also has a vested interest in the interns’ progress, is kept engaged in order to support an intern who may be having difficulties during the internship year. The home doctoral program is notified of any further action that may be taken by KCSPI as a result of the Due Process procedures, up to and including termination from the program. In addition to the evaluations described above, interns complete an evaluation of their supervisor and a program evaluation at the mid-point and end of the training year. Feedback from these evaluations will be used to inform changes or improvements made to the training program. All evaluation forms are available in the KCSPI Handbook. A minimum level of achievement on each evaluation is defined as an average rating of “4” for each competency, with no element rated less than a 3. . If an intern receives a score less than 3 on any training element at the mid-year evaluation, or if supervisors have reason to be concerned about the student’s performance or progress, the program’s Due Process procedures will be initiated.
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The rating scale is designed to compare the intern to a typical entry-level psychologist using a 5-point scale, with the following rating values:
1 = Remedial 2 = Beginning/Developing Competence 3 = Intermediate Competence 4 = Proficient Competence 5 = Advanced Competence
Regulation Competency Mid-
Year Rating
End Year Rating
APA C1 NASP D9
Competency 1 - Intern will achieve competence in the area of: Research
Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level. (NASP D9)
Applies knowledge of evidence-based interventions and programs in the design, implementation, and evaluation of the fidelity and effectiveness of school-based interventions (NASP D9)
Average Rating
Comments: APA C1 NASP D10
Competency 2 – Intern will achieve competence in the area of: Ethical and Legal Standards
Be knowledgeable of and act in accordance with each of the following:
o the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
o Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
o Relevant professional standards and guidelines.
Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
Conduct self in an ethical manner in all professional activities.
Average Rating
Comments:
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APA C3 NASP D8
Competency 3 - Intern will achieve competence in the area of: Individual and cultural diversity
An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
Demonstrate the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
Average Rating
Comments:
APA C4 Competency 4 - Intern will achieve competence in the area of: Professional values, attitudes, and behaviors
Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
Actively seek and demonstrate openness and responsiveness to feedback and supervision.
Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.
Average Rating
Comments:
26
APA C5 NASP D7
Competency 5 – Intern will achieve competence in the area of: Communications and interpersonal skills
Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
Demonstrate effective interpersonal skills and the ability to manage difficult communication well.
Identify varying world views, cultural and family contexts, and other factors that have an impact on family, community, and school partnerships and show consideration of these factors when developing and providing services
Average Rating
Comments:
APA C6 NASP D1
Competency 6 – Intern will achieve competence in the area of: Assessment
Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
Interpret assessment results, following current research and
27
professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective
Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
Use data to monitor academic, social, emotional, and behavioral progress; to measure student response; to evaluate the effectiveness of interventions; and to determine when to modify or change an intervention
Average Rating
Comments:
APA C8 NASP D3 NASP D4
Competency 7 - Intern will achieve competence in the area of: Intervention
Establish and maintain effective relationships with the recipients of psychological services.
Develop evidence-based intervention plans specific to the service delivery goals.
Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
Demonstrate the ability to apply the relevant research literature to clinical decision making.
Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation. (NASP D3, D4)
Average Rating
Comments:
APA C8 Competency 8 - Intern will achieve competence in the area of: Supervision Apply supervision knowledge in direct or simulated practice with
psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.
28
Demonstrate knowledge of eligibility criteria and evaluation best practices by leading the multidisciplinary team through the evaluation process. Clearly communicate expectations with colleagues and other professionals, while seeking and incorporating input from all perspectives
Average Rating
Comments:
APA C9 NASP D2 NASP D5 NASP D6
Competency 9 - Intern will achieve competence in the area of: Consultation and interprofessional/interdisciplinary skills
Demonstrate knowledge and respect for the roles and perspectives of other professions.
Apply this knowledge in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.
Promote preventive and responsive services that help create safe and supportive schools
Average Rating
Comments:
Mid-Year Review Overall Comments:
Supervisor Signature:
Date:
Intern Signature:
Date:
End-Year Review Overall Comments:
Supervisor Signature:
Date:
Intern Signature:
Date:
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Appendix E – Intern Feedback Form
North Kansas City Schools Intern Feedback Form
Intern:________________________ Supervisor:__________________________ Date:_________________________ Fall / Winter / Spring / Summer
Need More
Need Less
Just Right
Availability of supervisor/ease of scheduling Topics that are relevant/important to me Specific instructions or direction Autonomy or independence Guidance to research/literature Communication about supervisory relationship Observations and/or role-modeling Exposure to different practices/points of view Variety of cases or assignments Amount of cases or assignments
Right now I think I am… doing a great job of: getting better at: still learning to: having a hard time with: ready to learn more about:
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Appendix F – Intern Goal Development Worksheet Kansas City School Psychology Internship
Intern Goal Development Worksheet Intern Name:
Supervisor:
School Site:
Date:
Regulation Competency APA C1 NASP D9
Competency 1 - Intern will achieve competence in the area of: Research Date Completed
Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level. (NASP D9)
Applies knowledge of evidence-based interventions and programs in the design, implementation, and evaluation of the fidelity and effectiveness of school-based interventions (NASP D9)
Intern Selected Training Activities:
1.
2.
APA C1 NASP D10
Competency 2 – Intern will achieve competence in the area of: Ethical and Legal Standards
Be knowledgeable of and act in accordance with each of the following:
o the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
o Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and
o Relevant professional standards and guidelines.
Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
Conduct self in an ethical manner in all professional activities. Intern Selected Training Activities:
1.
2.
31
APA C3 NASP D8
Competency 3 - Intern will achieve competence in the area of: Individual and cultural diversity
An understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
Knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
The ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles (e.g., research, services, and other professional activities). This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
Demonstrate the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
Intern Selected Training
Activities:
1.
2.
APA C4 Competency 4 - Intern will achieve competence in the area of: Professional values, attitudes, and behaviors
Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others
Engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
Actively seek and demonstrate openness and responsiveness to feedback and supervision.
Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.
Intern Selected
1.
32
Training Activities:
2.
APA C5 NASP D7
Competency 5 – Intern will achieve competence in the area of: Communications and interpersonal skills
Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
Demonstrate effective interpersonal skills and the ability to manage difficult communication well.
Identify varying world views, cultural and family contexts, and other factors that have an impact on family, community, and school partnerships and show consideration of these factors when developing and providing services
Intern Selected Training
Activities:
1.
2.
APA C6 NASP D1
Competency 6 – Intern will achieve competence in the area of: Assessment
Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals
33
and questions of the assessment as well as relevant diversity characteristics of the service recipient.
Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective
Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
Use data to monitor academic, social, emotional, and behavioral progress; to measure student response; to evaluate the effectiveness of interventions; and to determine when to modify or change an intervention
Intern Selected Training
Activities:
1.
2.
APA C8 NASP D3 NASP D4
Competency 7 - Intern will achieve competence in the area of: Intervention
Establish and maintain effective relationships with the recipients of psychological services.
Develop evidence-based intervention plans specific to the service delivery goals.
Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
Demonstrate the ability to apply the relevant research literature to clinical decision making.
Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation. (NASP D3, D4)
Intern Selected Training
Activities:
1.
2.
34
APA C8 Competency 8 - Intern will achieve competence in the area of: Supervision Apply supervision knowledge in direct or simulated practice with
psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.
Demonstrate knowledge of eligibility criteria and evaluation best practices by leading the multidisciplinary team through the evaluation process. Clearly communicate expectations with colleagues and other professionals, while seeking and incorporating input from all perspectives
Intern Selected Training
Activities:
1.
2.
APA C9 NASP D2 NASP D5 NASP D6
Competency 9 - Intern will achieve competence in the area of: Consultation and interprofessional/interdisciplinary skills
Demonstrate knowledge and respect for the roles and perspectives of other professions.
Apply this knowledge in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.
Promote preventive and responsive services that help create safe and supportive schools
Intern Selected Training
Activities:
1.
2.
35
Appendix G-
Kansas City School Psychology Internship KCPSI Handbook
I confirm that I have received a copy of the internship handbook and I am able to access an online copy of the handbook. I am also aware of how to access the district’s board policies online. I have had the opportunity to review the handbook, including the due process and grievance procedures, and ask questions for clarification. I am also aware of how to reach the Internship Training Director, the Director of Special Education, and other administrators should I have questions or concerns at any time in the future. Intern Name (print): _______________________________ Intern Signature: __________________________________ Date: ___________________
