Microsoft word - cns688

COURSE SYLLABUS OUTLINE
CNS 688 Professional School Psychology
Spring 2012
Educational Studies, Leadership and Counseling Mardis Dunham, Ph.D., 3217 Alexander Hall, 809-6466 Monday through Thursday 8 am to 2 pm; before and after class as needed, or by
DEPARTMENT: EDUCATIONAL STUDEIES, LEADERSHIP, & COUNSELING
COURSE PREFIX: CNS
COURSE NUMBER: 688 CREDIT HOUR: 3
I. TITLE Professional School Psychology
II. COURSE DESCRIPTION AND PREREQUISITES:
This course provides an overview of school psychology and integrates theory and practice in all
areas of the field. The course includes the historical evolution of school psychology, learning theories, psychoeducational assessment, psychotherapeutic theory, legal and ethical issues, and the role and function of school psychologists.
III. COURSE OBJECTIVES:
(NASP 2010 training standards/domains are in parentheses). New counselor standards are in
brackets. EPSB standards are in italics. Experienced Teacher Standards are underlined. Students
will gain knowledge of:
1. The evolution and role/function of school psychology (2.10) Leadership 2. Best practice in contingency management (2.4) [C] 8 3. The legal, ethical, and professional issues influencing school psych. (2.10) Ethics 1 4. Consultation theory as it applies to school & family systems (2.2)[2,5] Leadership 6 5. Best practices in providing intervention services (2.3, 2.4) [C,5] 8 6. Crises intervention (2.6) [C,5] Leadership In addition to the NASP training domains, this course specifically addresses Category V, Subsections A and B (Ethical and Legal Considerations) in the School Psychology Specialty Exam (PRAXIS #400) This course requires a great amount of reading, is communication intensive, and focuses on the mastery of both oral and written skills. Toward this focus, assignments have been designed to emphasize written and oral communication development as measured through class assignments, oral and written product development, and portfolio entries.
The COE Conceptual Framework and the Theme of the Educator as a Reflective Decision Maker
are addressed in this course by urging students to reflect upon their professional development
throughout the course in the form of specific assignments.
The Theme of Diversity is explored in this course through lecture, selected readings, and review
of the ethical code.
Technology is addressed through the provision of current web resources related to professional
school psychology. Additionally, students will be required to search the web for pertinent
resources as described in Section V.
IV. CONTENT OUTLINE: See attached
V. INSTRUCTIONAL ACTIVITIES
Lecture, discussion format; current issues research and presentation; on-demand tasks
VI. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: Students are required

VII. TEST(S) AND RESOURCES: Students will utilize the MSU library holdings, instructor-
provided resources, websites (www.nasponline.org and www.kde.ky.us), Fagan & Wise (2000)
School Psychology: Past, Present, and Future (2nd Edition), Best Practices in School
Psychology, (5th Edition), and WrightsLaw
Best Practices in School Psychology-5 (2008). A. Thomas and J. Grimes (Eds.). National Association of School Psychologists. Washington, DC: NASP Fagan, T. & Wise, P. (2000). School psychology: Past, present and future (2nd ed.), White Plains, NY: Longman nasponline.org (must be a student member)
VIII. GRADING PROCEDURES:
Summary of school psychologist interview
Note: Grades Lower than a B are unacceptable for the school psychology program. Grades
below B will automatically be flagged and prompt a faculty review of the student’s progress in
the program. Assignments have specific due dates. Late assignments will be penalized 25% for
each week it is late. No incompletes will be given in this class.

IX. ATTENDANCE POLICY:
Students are expected to adhere to the MSU attendance Policy outlined in the current MSU
Bulletins.
X. ACADEMIC HONESTY POLICY
Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work for
another person, which will receive academic credit, are all impermissible. This includes the use
of unauthorized books, notebooks, or other sources in order to secure or give help during an
examination, the unauthorized copying of examinations, assignments, reports, or term papers, or
the presentation of unacknowledged materials as if it were the student’s own work. Disciplinary
action may be taken beyond the academic discipline administered by the faculty member who
teaches the course in which the cheating took place. Note: Faculty reserve the right to invalidate
any examination or other evaluative measures if substantial evidence exists that the integrity of
the examination has been compromised.
XI. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit
discrimination. Murray State University does not discriminate on the basis of race, color,
national origin, gender, sexual orientation, religion, age, veteran status, or disability in
employment, admissions, or the provision or services and provides, up[on request, reasonable
accommodation including auxiliary aids and services necessary to afford individuals with
disabilities equal access to participate in all programs and activities. For more information,
contact, Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY
42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).
History of School Psychology; Employment Contexts Role and Function; Preparation of Sch.Psy. Domains of training; supervision; legal issues Questions due (Ch. 1, 2, 5)
Questions due (Ch. 8, 11, 14)
Questions (Ch. 39, 40, 41)
Questions due (Ch. 53, 57, 67)
Mid-term (notes + chapters to this point)
ESL; multicultural issues; working with families Questions Due (Ch. 70, 71, 79)
Contingency management
Questions due (Ch. 88, 91, 104)
(Questions due (108, 133, 138)
Notebook, papers, and interview due; final exam Test 2 (notes + chapters to this point)
Notebook Entries:
Define and describe each of the following concepts and provide an explanation about the
relevance of the concept for school psychology. Most entries will require one-fourth to one-half
page, but some may only require a few lines. Place all entries in a 3-ring binder. Each item in
the notebook will be graded on a 1 – 5 pt scale (1 = very poor to 5 = very good) for description
and relevance. Descriptions of these concepts can be obtained through the course, required texts,
references, library materials, and internet websites.
Testing the Limits
Americans with Disabilities Act Amendments System of Multicultural Pluralistic Assessment Howard Gardner’s Theory of intelligence Effects of early maturation in boys vs girls A sample entry may look like this: Bibliotherapy: Using literature to influence development. Books are selected by a clinician, which are designed to help the reader overcome some minor adjustment problem encountered in adolescence and childhood, such as dealing with grief, divorce, or loss of friendships. The guiding principle is that people learn through imitation—as the reader discovers how an individual in similar circumstances overcomes their situation, the reader incorporates the same problem solving approach. School psychologists may use bibliotherapy with children they work with who are having adjustment difficulties, although level of reading skill, access to resources, and motivation should be carefully considered. School Psychologist Interview
The purpose of this assignment is to help you understand the diversity in training, perspectives, and roles of school psychologists. You need to interview a certified school psychologist from any state, although this individual cannot be the same individual under whom you completed the school psychology practicum. You should not interview someone who has been interviewed (or will be interviewed) by another student in the course. Names of school psychologists will be provided upon request. This interview does not have to be face to face but cannot involve a written interview that is mailed to them. Specific areas to cover include: 1. Describe your training (where, when, length of internship, practicum experience) 2. Where have you practiced since becoming a school psychologist? 3. What were the strongest and weakest aspects of your training, including the prac and 4. Describe the difference between what you feel a school psychologist should be doing in your district and what is expected of a school psychologist in your district (from administration’s standpoint) 5. What do you see in the future for school psychologists? 6. Describe a memorable ethical dilemma and how it was resolved 7. What do you do for a typical EBD assessment/determination? 8. How should we evaluate SLD in KY? 9. What is your role under RTI? 10. How often do you interact with parents, and in what capacity? 11. How do you assess for or “rule out” sociocultural factors as contributing to a child’s school 12. How do you avoid burn out? 13. Describe the impact you feel you have upon teachers, parents, administration, and children 14. Other areas you feel are pertinent to help you understand the role and function of school 15. Your reflection on what you learned from the interview Legal Issues Paper
Take one of the following entries (each student will take a different entry) and summarize two separate legal opinions regarding the entry using Wrightslaw. Five total pages should suffice. You will present your findings to the class, so you should provide enough copies for everyone in the course. Grades will be assigned according to 1) the thoroughness and accuracy of the background (5 pts), 2) thoroughness and accuracy of the competing arguments (10 pts), 3) thoroughness and accuracy of the final court decision (5 pts), and 4) your presentation (5 pts). Each legal opinion will be worth 25 pts. LRE “Questions” Requirements

For each chapter indicated on the content outline, generate five multiple-choice questions. A
copy should be forwarded to all students and the instructor. These questions will be graded
according to their caliber and sophistication. Ultimately, the questions will be included in a
test bank and used for the mid-term and final examination. The goal of these assignments is to
mimic the School Psychology Praxis exam as closely as possible.

Source: http://coekate.murraystate.edu/media/ncate_manager/syllabi/pdffiles/CNS688_.pdf