Abstract
to the NASP required internship school psychologist to several schools. Due to changing demographics of students year, students are immersed in an Through the mentor/adoptive school pro- admitted to the School Psychology Training intensive summer experience gram, students learn the written and unwrit- Program at Marshall University Graduate designed to apply the data-based ten rules of working in a school; how to com- College, it has become imperative to significantly decision problem solving model municate with teachers and other education- expand field experiences beginning in the first within a collaborative, interdiscipli- al professionals and have the opportunity to semester to address the lack of educational back- nary, consultative approach that apply lessons learned to real life public school ground of most of the students entering the pro- embraces both direct and indirect situations. gram. This organized sequence of field experiences service delivery. continues throughout the program, parallel to Practicum I and II: School-based Practice classroom instruction, affording opportunities for The Mentorship Program Two practicum experiences occur during students to put theory into practice and to interact Students are required to have a School the second professional year, which include, a with professionals in the field, while also allowing Psychologist mentor, a practicing school psy- wide spectrum of clinical experiences. These for exposure to the public school environment. chologist who has volunteered to serve as a experiences typically occur at the student’s adop- The collaborative field experience sequence pro- mentor for a school psychology graduate stu- tive school under the supervision of their men- vides the students with early and continuous feed- dent in their geographic area. This individual tor. The purpose of these two Practicum cours- back on their personal fit with schools as organi- serves as a professional guide and colleague to es is to provide an opportunity for students to zations and culminates with the summer enrich- help the student become socialized to the role practice emerging skills in a school setting under ment program. of the school psychologist during his or her the supervision of Practicum faculty. Students years in the program. In order to facilitate this completing Practicum I (SPSY 738) and The demographics of students admitted to relationship, several courses provide the stu- Practicum II (SPSY 739) register for three hours the School Psychology Training Program at dents structured opportunities to interact with of practicum credit for each course which are Marshall University Graduate College have their mentor through participant observation, completed one day a week (or two half days) at changed (Krieg, 2005). According to a five interviewing, shadowing, attending profes- the student’s adopted school with the school year study, students are younger; have less sional meetings, and analyzing schools as psychologist mentor serving as a site supervisor. work experience and most importantly, less organizations. It is required that all students The Practicum Instructor provides primary educational background. As a result, field have a volunteer mentor by the end of the first supervision of all practicum requirements which experiences in the School Psychology program semester. Students are encouraged to speak include observation, assessments using stan- have been significantly expanded so that with practicing school psychologists in their dardized instruments, functional behavior beginning in the first semester of professional area and to select someone to serve in this assessments, curriculum based assessments, con- course work students are exposed to the pub- capacity. The program faculty is available to sultation, and tutoring. The students are expect- lic school environment. These field experi- help students identify qualified mentors. ed to attend four Practicum Seminars held on ences continue throughout the training pro- A letter of invitation is extended and Saturdays during the semester. gram, parallel to classroom instruction culmi- becomes the signed agreement defining the Alternatively, students may elect to com- nating with the Marshall University Summer relationship between the student, the mentor plete the practica requirements at MUGC’s Enrichment Program. Supervised field experi- and the MUGC School Psychology Program. summer lab school due to work or home ence is essential to demonstrate attainment of An additional agreement creates the adoptive schedule conflicts. If students make this competencies required to be a successful school program, which legalizes the student’s choice, they are expected to attend the sum- school psychologist and must be an integrated participation in activities with their mentor mer lab school daily for five weeks. A practic- experience for students in the School and the youth and families they serve. The ing school psychologist is on site to serve the Psychology Program. The purpose of the field adoptive school agrees to serve as a “home” for mentorship role while providing feedback on experience is to provide an opportunity for stu- the student so that the student can learn how assignments. Evaluative feedback and re- dents to apply theory into practice and to schools are organized and operate. This school teaching is also provided by program faculty interact with professionals in the field to serves as a site for completing observations, who are on site. No student is permitted to ful- ground their learning and aid in their develop- practice assessments, and other class assign- fill all their field requirements in the summer ment as emerging school psychologists. ments. Students have the opportunity to program. As a result each student has experi- In the first semester students choose interact with children from diverse back- ences in several settings, including the oppor- a mentor and an adoptive school with guid- grounds and a variety of handicapping condi- tunity to participate in an English as a Second ance from a faculty advisor. In the second year tions. Students usually elect to complete Language (ESL) program as part of our mid- they complete practica under supervision of a Practicums I and II within their adoptive dle school experience. site supervisor and the evaluative review of a school. Often students have access to more school psychology faculty member. Just prior than one school since their mentor serves as a “Field-Based...” continued on page 16
