Test 1

Question 1

Consider what makes school psychologists different from other psychologists. What makes them unique?

Answer 1

School Psychologist are distinguished from other professional psychologists by:

• Their background and training in educational foundation and application
• Their concern for the individual learning and behavioural problems of students
• Their school-age clientele
• The educational setting in which they are mostly employed.

Question 2

Consider the NASP recommendation of school psychologists to students. What should the ratio be? How does that compare to what the ratio is now?

Answer 2

NASP recommends that the ratio of students to school psychologists should not exceed 500-700 students to each school psychologist. A 2005 study by Charvat found that the range may actually be as high as 1:535 or as low as 1:7,946, depending on the location.

Question 3

What is the difference between power and authority?

Answer 3

Power means the individual or collective capacity to influence other people and situations. Power may include the use of aggressive, even hostile, physical force. It does not have authority bestowed by law or regulation. Authority is the legal or regulatory capacity to make decisions and have the responsibility for decision making.

Question 4

From what basis do school psychologists operate, both generally, and then more specifically? How can school psychologist persuade others to follow their recommendations?

Answer 4

School psychologists operate from a base of power, but generally have no authority to make decisions that affect others in their sphere of activity. They provide opinions based on their expertise; they do not make decisions for others. They have referent power which exists when they are perceived to be helpful people with values and goals similar to those of their clients. They will have expert power when they are perceived to have valuable information regardless of the level of referent power. School psychologists should influence decisions by exercising their professional judgement of the child’s circumstances based on psychological observations and interpretations.

Question 5

Define Testing.

Answer 5

Psychological testing is the process of measuring psychology-related variables by means of device or procedures designed to obtain a sample of behavior.

Question 6

Define assessment.

Answer 6

Psychological assessment is the gathering and integration of psychology-related data for the purpose of making a psychological evaluation accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures.

Question 7

How are they testing and assessment different? Where do they fall in relation to each other?

Answer 7

Assessment and testing are different in that, administering psychological tests is the tool used to be able to make an assessment. (Assessment is somewhat interdependent on testing).

Question 8

What is consultation?

Answer 8

Consultation refers to a mutual problem-solving process between two or more professionals. One of the professionals, the consultant, is viewed as an expert in some area. The other professional, the consultee, is experiencing a work related problem and seeks the consultant’s help to solve the problem.

Question 9

What 4 types are most commonly practiced by school psychologists?

Answer 9

1. mental health consultation
2. behavioral consultation
3. crisis consultation
4. organizational consultation

Question 10

Define mental health consultation

Answer 10

Mental health consultation is based on the notion that for problem solving to occur, the feelings of the consultee must be addressed.

Question 11

Define behavioral consultation.

Answer 11

Behavioral consultation involves applying the principles and procedures of behavior modification and social learning theory to the work-related problems of the consultee.

Question 12

Define crisis consultation.

Answer 12

Crisis consultation takes an indirect approach to crisis intervention by helping teachers or others in the school to deal with students who are undergoing a crisis.

Question 13

Define organizational consultation.

Answer 13

Organizational consultation applies the principles and practices of consultation to the larger framework of a school building or entire school system in an attempt to improve the functioning of the entire organization or to implement planned changes.

Question 14

What are the types of data that school psychologists use to describe their work and demonstrate its effectiveness?

Answer 14

A School Psychologist may collect Descriptive Data and Evaluative Data

Question 15

What is descriptive data. Give some examples.

Answer 15

A descriptive approach to data describes what took place on a day to day basis using the activity log or enumerative data.

Question 16

What is evaluative data. Give some examples.

Answer 16

Evaluative Data studies the impact of the events that occurred by gathering information regarding other’s perceptions of how effective school psychologist were in reaching objectives and delivering services (process data and outcome data).

Question 17

Describe the hybrid years of school psychology.

Answer 17

The hybrid years laid the groundwork for the school psychology field. It is best defined as a period of psycho-educational assessments and special class placement. This period had significant impact on the perception of children as instead of being viewed as “easy labor”, children began to be seen as “redeemable” as well as individuals who lay the salvation of society. Throughout the hybrid period, no real formal training programs were established, rather informal training efforts (i.e. field experiences) existed at few institutions.

Question 18

Describe the thoroughbred years.

Answer 18

The thoroughbred years was comprised of the growth in the number of formal training programs ( in class or internet-based master’s and doctoral programs), psychological practitioners, state and national associations in school psychology as well as literature surrounding the developing field. Furthermore, accreditation became a more prominent factor throughout this time period. The APA developed its first accredited program in early 1970 and out of that, more accredited programs grew and developed.

Question 19

What are acceptable intervention strategies.

Answer 19

Acceptable intervention strategies are those that consider the available resources as well as the dynamics of the individual situation. When considering various interventions, consider the effectiveness of the intervention and the acceptability of the intervention, that is, how well it works and how positively it is perceived.

Question 20

The book talks about “feasibility considerations” when making intervention recommendations. What are these?

Answer 20

8 “feasibility considerations” for deciding what interventions to implement:

1. How disruptive the intervention will be for the teacher, the classroom, and the school
2. How various individuals and systems will be affected (e.g. student, teacher, and family)
3. The availability of required support services
4. The degree of competence of the person(s) expected to carry out the intervention
5. The chance of the intervention’s success
6. The length of time before results are obtained
7. The probable prognosis if the intervention is not implemented
8. The chance that the intervention will lead to a permanent change in the student’s behavior

Question 21

Why is professional accountability important?

Answer 21

School psychologists are accountable for the integrity of their practice and the quality of their work. School psychologists protect the rights of children and their families in research, psychological assessment and intervention. Their work reflects knowledge of federal law and regulations, case law, and state statutes and regulations for schools and psychological services. Accountability as a whole, provides feedback and ways to improve the S.P.’s skills as well as justify the professional being in the school and ensure the profession’s continued existence.

Question 22

How do we maintain professional accountability?

Answer 22

School psychologists maintain professional accountability through evaluations, daily logs, time-elapsed information, accountability interviews, and follow-up questionairres.

Question 23

List the 10 domains regarded in school psychology training and practice.

Answer 23

1. Data-Based Decision Making and Accountability
2. Consultation and Collaboration
3. Interventions and instructional support to develop academic skills
4. Interventions and mental health services to develop social and life skills.
5. School-wide practices to promote learning
6. Preventive and responsive services
7. Family-school collaboration services
8. Diversity in development and learning
9. Research and program evaluation
10. Legal, ethical, and professional practice

Question 24

What are the specific skills needed to address data-based decision making and accountability?

Answer 24

skills in assessment and data collection to gather information that is needed to make decisions. They must be able to collect, analyze, and apply data in their efforts.

Question 25

What are the specific skills needed to address consultation and collaborating?

Answer 25

The must demonstrate skills to consult, collaborate, and communicate effectively with others.

Question 26

What are the specific skills needed to address school-wide practices to promote learning?

Answer 26

They must demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.

Question 27

What are the specific skills needed to address preventative and responsive services?

Answer 27

skills to promote services that enhance learning, mental health, safety and physical well being through protective and adaptive factors and implement effective crisis preparation, response, and recovery.

Question 28

What are the specific skills needed to address interventions and mental health services to develop social and life skills?.

Answer 28

skills to use assessment and data collection methods to implement and evaluate services that support socialization, learning, and mental health.

Question 29

What are the specific skills needed to address research and program evaluation.

Answer 29

skills to evaluate and apply research as a foundation for service delivery and use various techniques and technology resources for data collection, measurement, and analysis to support effective practices.

Question 30

List the major roles of school psychologists.

Answer 30

1. Assessment 2. intervention 3. consultation

Question 31

Discuss assessment as a major role of school psychologists.

Answer 31

- assessment is a measure of the child’s intellectual abilities. This may include a battery of tests (WJ, IQ etc) as well as FBA’s.

Question 32

Discuss intervention as a major role of school psychologists.

Answer 32

- intervention is a plan developed individually and specifically (i.e. IEP) for each child that is in need of psychological services. Not only do interventions provide a plan, but it also provides “catch and check” for the child along the way (.i.e. A continual monitoring of the child's progress towards goals).

Question 33

Discuss consultation as a major role of school psychologists.

Answer 33

Consultation is a process by which a consultant (SP) and a consultee (teacher, parent, school official) meet and converse/collaborate around ideas that would enable a child to succeed towards desired academic goals.

Question 34

List the 10 professional skills and characteristics needed by school psychology students.

Answer 34

1. Listening Skills 2. Oral and written communication 3. Respect for others 4. Ability to accept constructive criticism 5. Overall emotional maturity 6. Ability to work with children 7. Ability to work with parents and school personnel in a positive, non threatening way 8. Willingness to go beyond course requirements 9. Flexibility in adapting to change 10. Observance of school protocol and school rules (e.g. checking in at office, dressing appropriately, securing parental permission) Observance of professional ethics (maintaining confidentiality, not overstepping boundaries of training, presenting data honestly)

Question 35

Discuss the importance of having good oral and written communication skills and why its important to learn in grad school and to apply in practice?

Answer 35

Good oral and written communication skills are vital to a school psychologist. A school psychologist must be able to communicate effectively with all sorts of people of different ages and backgrounds. They must be able to speak and write intelligently but also in a way that their audience can understand. In graduate school, it is important to get practice doing assessments, mock ARD meetings, and writing reports, all huge parts of a school psychologist's job.

Question 36

Discuss the importance of being able to work with children and why its important to learn in grad school and to apply in practice?

Answer 36

The ability to work with children is a must for a school psychologist. School psychologists work within the educational system to help children with emotional, social and academic issues. The goal of school psychology is to collaborate with parents, teachers, and students to promote a healthy learning environment that focuses on the needs of children. This will be impossible if you cannot work with children in a way that is positive and beneficial to them. While in grad school, it is important that a student take any chance they get to work with children to get used to it. For people who are not used to being a round kids, it can be a scary task, but with practice, what at first seemed a challenge will often soon become a joy. If a person never gains the ability to work well with children, they should change occupational goals, as the ability to work with children as a school psychologist is an absolute necessity.

Question 37

Discuss the importance of flexibility in adapting to change and why its important to learn in grad school and to apply in practice?

Answer 37

Flexibility is the ability to adapt to different people and circumstances, and handle unforeseen events with grace. It’s an essential quality for school psychologists. As school psychologists, we will work with people from all walks of life and under varying circumstances. It is important that we know how to be flexible and adapt to change so that we can handle whatever it is we must do to help a child, their parent, or teacher. Grad school is a great place to start developing this trait and it is important that we allow ourselves to be flexible to get the practice we need for our future work.

Question 38

Discuss the importance of having good listening skills and why its important to learn in grad school and to apply in practice?

Answer 38

It's important for a counselor to listen so that he or she can understand not just the words, but the underlying message of what someone is saying. While in graduate school, it is important to learn good listening skill and listening techniques such as active listening, paraphrasing, reflecting, and empathizing. When these skills are applied to practice, they improve the overall success of the school psychologist with anyone they come across, whether it be a teacher, student, parent, or consultee.

Question 39

How can the profession increase their numbers to better serve students? How does the personnel shortage affect the ratio and service delivery?

Answer 39

School systems should ensure that an adequate recruitment and retention plan for employees exists to ensure adequate personnel meet the needs of the system. Schools who have school psychology programs should do better to advertise to spread the word to people who have not heard about the career. The shortage of school psychologist affects the ratio and service delivery by requiring that less school psychologists are responsible for more students, and thus making it harder to provide adequate services to everyone in need.