The only book to focus specifically on the supervisory role for the school psychology practicum Field and university-based practicum supervisors required to mentor school psychology students are often poorly equipped to fulfill this role with expertise and confidence. This is the first-ever guide for such supervisors who are overseeing school psychology students throughout the course of their practicum. Brimming with practical information, the book explains how to develop, implement, document, and supervise a range of field experiences. It offers resources to support student growth over the course of the practicum experience, including step-by-step information about supervision models, evaluation systems, on-site support, and ways to address common graduate student difficulties. The book is organized around the chronological experience of the trainee, beginning with orientation through transition to internship. Each chapter focuses on three key supervisory roles: student skill development, supervision, and advancement and evaluation. The guide also addresses how university supervisors can communicate and collaborate with each other for additional support. Content aligns with the National Association of School Psychologists (NASP) training standards. The guide includes resources for developing and maintaining placements within the school including recruitment, maintenance activities, retention, and support. Useful tools to document and support candidates, including forms, checklists, and other resources for supervisors and trainers, are included in an easy-to-reproduce format. Key Features: Provides plentiful resources for providing trainees with a quality practicum experience Targets the distinct supervision requirements of this practicum with developmentally appropriate activities Explains how to develop, implement, document, and supervise a range of field experiences Describes supervision models, evaluations systems, on-site support, and how to address common student problems Includes useful guidelines, tools, forms, and checklists

Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse competencies associated with supervision in school-based settings. This second edition is significantly expanded and includes updated research on best practices in school psychology supervision. Expanded coverage and new chapters address system change and social justice advocacy skills, problems in professional competence, self-care, telesupervision, and deliberate practice. Maintaining DEP’s focus on the practical application of best practices, additional strategies are presented for teaching diveristy and multicultural responsiveness anchored in cultural humility. Supplemental case study material, supervisory process and reflection activities, tables, graphics, and practice-ready appendices as tools that illustrate best practices in supervision.

The School Psychology Supervisor’s Toolkit provides accessible, adaptable strategies for supervising school psychologists at all points in the career span, from internship to advanced practice. The book covers a full range of key considerations for effective supervision, such as building strong working relationships, planning the supervision experience, providing constructive feedback, and addressing problems of professional competence. Features such as definitions of key terms, photocopiable handouts, tips for culturally responsive practice, and real-life case examples make this a rich and easily applied resource.

Published with the sponsorship of the Trainers of School Psychologists, this two volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them. Volume II extends the discussion of the training of school psychologists from Volume I to an examination of issues critical to the practice of school psychology, focusing on the roles of the supervisor as trainer in different contexts. Each chapter raises issues for university training in a manner that facilitates the dialogue between university and field trainers. This volume also considers issues of professional development, credentialing, and developing a professional identity, topics that predominate in practice settings yet are typically not addressed in any school psychology text. It concludes by offering recommendations on how the collaboration between university and field-based education can be further improved in the future to anticipate and meet the needs of the next generation of professionals and the children in their care.

If you are a doctoral or non-doctoral student about to begin your internship in school psychology, you may have several questions about the process and what it will involve, and you may even be facing some anxiety about it. If you are a site or university supervisor preparing for the beginning of the internship year, you may be looking for ways to improve the internship experience for your students or for yourself and your fellow supervisors. Newman has used his many years of experience working with interns and field supervisors to create this guide to the school psychology internship process to address these common concerns. He provides a comprehensive overview of the school psychology internship process from start to finish, describing actions that can be taken to promote a high quality, dynamic internship experience. Emphasis is placed on the idea that the internship year is a dynamic and formative experience, not a static event, and that interns and supervisors both must be active planners, coordinators, and shapers of the experience. Each part of the book explores a different phase of the internship, from the first days through job applications and interviews. Helpful and pragmatic tools are included throughout, such as evaluation tools, best practice guidelines, and sample forms. Online resources are also available to complement the book and include reproducible material from the book, videos students can use to practice their interviewing skills, and links to helpful resources.

Published with the sponsorship of the Trainers of School Psychologists, this two volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them. Volume II extends the discussion of the training of school psychologists from Volume I to an examination of issues critical to the practice of school psychology, focusing on the roles of the supervisor as trainer in different contexts. Each chapter raises issues for university training in a manner that facilitates the dialogue between university and field trainers. This volume also considers issues of professional development, credentialing, and developing a professional identity, topics that predominate in practice settings yet are typically not addressed in any school psychology text. It concludes by offering recommendations on how the collaboration between university and field-based education can be further improved in the future to anticipate and meet the needs of the next generation of professionals and the children in their care.

ìThe School Psychology Practicum and Internship Handbook is an outstanding resource written by known leaders in the field to assist graduate students in effectively navigating common ethical issues, promoting strong supervisory relationships, and becoming skilled self-advocates. As a former school psychologist and now doctoral intern, [I find] this book is a gold mine of information that can be immediately applied to strengthen training experiences and develop the highest standards for future practice.îóSheila Desai, NCSP, Doctoral Candidate in School Psychology, University of Massachusetts, Boston ìSupervising practicum and internship is challenging but Joyce-Beaulieu and Rossen make it infinitely easier with this handbook. The practical information and extensive resources provide university supervisors what they need to implement best-practice supervision. This user-friendly book is a "must have" for all school psychology supervisors and is sure to become one of the best supervision resources in our field.îóLisa Kelly-Vance, PhD, Professor and Director, School Psychology, University of Nebraska at Omaha The first comprehensive guide for school psychology practica and internships Tailored to the unique educational requirements of school psychology, this is the first complete guide to practicum and internship for school psychology students and faculty. Replete with practical information and advice, the book introduces students to a variety of professional issues they may be required to navigate during their supervised field-based experiences. The book covers all aspects of the entry-level practicum ranging from orientation to the professionalís role, to portfolio and competency-based evaluations and navigating relationships with supervisors. It addresses advanced clinical applications including systems-level school initiatives, practice in mental health settings, cross-comparison of educational and medical classification models, and more. Coverage of the internship year discusses how to select an internship site, writing a winning vita, the application process, applying for the first career position, as well as certification and licensure. Content reflects National Association of School Psychologists (NASP) and American Psychological Association (APA) standards, guidelines, and best practices with an emphasis on supporting high-quality field-based training experiences. Additionally, the text offers tools for organizing assessments, consultations, and interventions. Practical recommendations address professional conduct, child abuse reporting, and field experience documentation. Learning is enhanced with the use of diagrams, charts, and sample documents. Chapters include learning objectives, case examples and vignettes for discussion and problem solving, and chapter summaries. Additional online and reproducible resources offer instructors templates for psychological reports, performance evaluations, record-keeping forms and logs, practicum syllabi, and internship contracts that are consistent with NASP and APA principles. Key Features: Provides a strong foundation for initial field-based experiences from beginning practicum through the internship and job search Embraces NASP and APA standards, DSM-5, response-to-intervention (RtI) and multitiered systems of support (MTSS) models for school psychology practice Enhanced with special features such as learning objectives, case vignettes, sample forms, and end-of-chapter reviews Written by experienced practicum and internship supervisors and recognized authorities on the preparation and development of school psychologists

Technology Applications in School Psychology Consultation, Supervision, and Training explores the ways in which the field of school psychology is using technological innovations to support and improve graduate student training and supervision, as well as school consultation. Chapters based on current research and written by experts address the integration of telehealth tools and strategies such as telepresence robots, bug-in-the-ear devices, videoconferencing, virtual platforms, and more, including a section dedicated to navigating practical, ethical, and legal concerns. Throughout, the volume engages with relevant considerations relating to data management, professional standards, and regulatory guidelines. This is a comprehensive and up-to-date resource for all those looking to understand the place and potential of established and emerging technologies within school psychology training and practice.

Published with the sponsorship of the Trainers of School Psychologists, this two volume handbook examines the essential tenets of the school psychology profession, critically reviews training and practice issues, and evaluates how the traditional and changing skills and issues translate into meeting the needs of children and the systems that serve them. Volume I focuses on the professional issues and topics that form the core of the university curriculum for the school psychology specialist degree. It explores contemporary university training programs, the foundations of school education, and key areas of responsibility for school-based mental health professionals, and takes a look at the future of training for school psychologists. Specific issues such as the teaching of specialty skills and training for unique areas and special populations are also discussed. By way of raising questions and issues that ultimately play out in the field, it lays the groundwork for Volume II, which is dedicated to bridging the training and practice gap.

This handbook addresses the current state and practice of school psychology with a focus on standards unique to Australia, including historical, legal, ethical, practical, and training factors. It provides a compilation of the most current research-based practices as well as guidelines for evidence-based assessment and intervention for common conditions (e.g., autism, depression, learning disabilities) and for delivering appropriate services to targeted student populations (e.g., LGBT, gifted, medical issues). Chapters discuss the application of national and international school psychology practices within the Australian educational and psychological structure. The handbook also examines the lack of formal resources specific to Australia’s culture and psychology systems, with its unique mix of metropolitan cities and the vast geographic landscape that spans regional and remote areas. It offers numerous case studies and innovative school mental health programs as well as recommendations for professional development and advocacy that are unique to Australian school psychology. Topics featured in this Handbook include: Evidence-based assessment and intervention for dyscalculia and mathematical disabilities. Identification and management of adolescent risk-taking behaviors and addictions. Understanding and responding to crisis and trauma in the school setting. Prevention and intervention for bullying in schools. Class and school-wide approaches to addressing behavioral and academic needs. The role of school psychologists in the digital age. Practical advice for school psychologists facing complex ethical dilemmas. The Handbook of Australian School Psychology is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, social work, and related fields that address mental health services for children and adolescents.