New York
Winter 2003, Volume XXII number 2
SCHOOL PSYCHOLOGIST
A publication of the New York Association of School Psychologists
Serving children, their families, and the school community
An affiliate of NASP
What is a
School
Psychologist?
FROM THE EDITOR
What is a school psychologist? As we all know, we are many things to many people. This issue of the NY School
Psychologist covers many topics within the realm of school psychology, from training program requirements to
our roles as change agents to some ideas regarding evaluating our effectiveness, as well as our performance.
President Nancy Evangelista begins this issue with her observations of school psychology in Haiti. John Kelly
discusses the school psychologist’s role in transforming health care, and Ruth Steegmann shares some of the
University at Buffalo’s training practices. We then take a look at the evaluation process as it relates to school
psychologists within the school system, and Mac Barnett provides us with a method he uses with parents and
teachers to evaluate his effectiveness. What is a school psychologist? The contents of this issue reflect the diversity of our profession and our daily work in schools and training programs.
In this issue, too, we recognize important changes occurring within the NYASP board and the NY School
Psychologist. We celebrate Dr. Ned Engel’s accomplishment in receiving the Diplomate in Psychology. We bid
a fond fairwell to Dr. Jim Lennon, and welcome Dr. Lynne Thies as she assumes her new position as our NASP
delegate. The NY School Psychologist has also undergone some changes, as my co-editor Erin Smith Hill steps
down to pursue other endeavors. The NY School Psychologist staff wishes Erin well and greatly appreciates her
commitment and hard work during the time she spent as co-editor.
Sincerely
Kelly A Caci
kcaci@newburghknyus
Lake Rd
New Windsor NY Submission Guidelines
Preferred document size is words (review) or words (article)
Submissions are accepted via email attachment or on /” disk with revisions and corrections already made Please include a
short bio about the author
Photos cartoons and drawings should be submitted as a tiff file when possible We will make every attempt to return hard
copy submissions of art and photography
MEMBER PROFILE: We would love to share the following information about our members:Name contact info training/creden
tials position favorite tool biggest challenge greatest success and any other interesting information Pictures (digital or hard
copy) are encouraged but not mandatory
CORRESPONDENCE: Unless specifically noted by the sender we will assume consent to publish correspondence addressed to either
editor Letters and email addressed to NYASP Executive Board members along with response may be published with the con
sent of both parties
Cover image courtesy of Microsoft Inc
NY School Psychologist Volume XXII number TABLE OF CONTENTS
FEATURES
AntiBullying Program Yields Quick Results
In the Byram Hills School District
Written by Fiona Mitchell
The President’s New Freedom Commission on Mental Health:
The Role of the School Psychologist in Transforming Health Care in America
Written by John Kelly PhD
Portfolio Evaluation at the University of Buffalo
Written by Ruth Steegmann
State University of New York at Buffalo
Suggested Activities for Fulfilling Terms of Contracts for
Practicums and Internships in School Psychology
Submitted by Ruth Steegmann
Psychologist Observation Record
Written by Sheldon Salzberg
Dear Psychologist
How to get your principal to let you do what you want
Written by Ned Engel PhD & Barbara Iannarelli PhD
What is Life Like for a Rural Preschool Psychologist?
Written by Lacy Rezek
Northeast Region State Association Conference Sharing Agreement
How to Evaluate the Effectiveness of a School Psychologist?
Written by Mac Barnett
IN EVERY ISSUE
NY School Psychologist Volume XXII number From the Editor
i
President’s Message
T: Tom’s Tech Talk
Legislative Update
NASP News
Chapter Rep/Executive Board Directory
Membership Application
PRESIDENT’S MESSAGE
Nancy Evangelista
The theme of this issue of The New York School
rudimentary knowlPsychologist is centered on the question “What is a school psyedge of English, or
chologist?” Much of our identity is defined by the structures and
French. Young girls
requirements that occupy our time and energies day after day. Can
held hands with our
you imagine how your life as a school psychologist would change
teenage girls and
without IEP’s, or FBA’s or WIAT’s? Let’s be even bolder – can
delighted in playing
you imagine school psychology without a set of learning stanCat’s cradle with
dards, or disability classifications, or mandated educational servpieces of discarded
ices?
twine. Out teens were
This past summer I took a trip that gave me plenty of
invited to play soccer
opportunities to consider what school psychology would be when
with the local team.
these structures are not imposed on schools and learners. My travThe Haitian children
els took me to Haiti, a nation closer to the US mainland than
were eager to share
Puerto Rico, yet a nation where poverty is at a level that is diffithese simple activities
cult to imagine. Consider that in Haiti the average lifespan is 49
with their American
years (compared to 66 years in Vietnam and 75 years in the US),
visitors. Those who
while the infant mortality rate is 97 per 1000 live births (compared attended school had no sense of its utter impoverishment comto 60 in Mongolia, 21 in the Dominican Republic, and 8 in the pared to our standards. Yet many more children were still hoping
US). Only 45% of the Haitian population has attained basic liter- for an opportunity to even attend school.
acy, and at any given time only 56% of the primary school popuWhat role is there for school psychology in Haiti? In a
lation is enrolled in school. Publicly funded schools educate 10% nation that has no widespread educational system, there is no
of Haiti’s schoolchildren, while the other 90% are enrolled at pri- room to educate children with disabilities. Children with behavior
vate schools, which charge tuition for their students to attend. But or learning problems must simply step aside to provide a place for
with the unemployment rate at 70%,
another child. I saw plenty of evidence
Where does school psychology of untreated mental health problems...
many families must divide their sparse
income between food, medicine, or
an elderly woman tormented by
fit in an unschooled nation?
education. Education is often the loser
demons, perhaps of schizophrenia or
in this gamble to stay alive.
Alzheimer’s, who babbled and shook her fists at all who passed.
My trip this summer was sponsored by several local A young mother of five who laid on her hut and tuned out the cries
churches in my community, and involved a home-building project of her naked infant and toddler, much to the outrage of the neighconducted in partnership with a local family (modeled after bor women who tended to her lost children. A teenager who stutHabitat for Humanity projects). Ten adults and ten teens from our tered so badly that he had ceased to speak at all. A rudimentary
community (including my 17-year-old son) made this trip. We mental health system is in place, as teachers I spoke with were
were amazed to fly into Pignon, a city of 20,000 and find no elec- familiar with counselors in the city, but counseling in schools was
tricity and no water system. The one road through the interior of an idea completely foreign to their concept of education.
Haiti is so badly eroded that only motorcycles and heavy pick-up
The lack of sophistication of Haiti’s educational system
trucks (traveling at a speed of 15 miles per hour) can withstand the might seem to preclude the need for school psychologists. Yet by
bumps and traverse the streams. This lack of infrastructure means thinking as a school psychologist, I begin to see a path for change
that the schools that exist are sparsely furnished with wooden in Haiti. As a school psychologist, I believe that systemic change
benches, a single chalkboard, and a few tattered out-of-date is often needed to solve problems that are embedded in policies or
books. Paper is precious. School lunches are unheard of. structures of service provision. True systemic change in Haiti will
Computers are unthinkable.
come only after a stable and effective government is in place that
As our group trudged between 6-12 miles each day can build the infrastructure to facilitate development of the econworking on the house construction, carrying building materials omy and jobs for the people. Securing food, housing, and health(water, sand, and wood) to the work site, an entourage of local care for the population will allow strong, healthy children to reach
children were our constant companions. Older boys who had been their potential in school. Yet I also believe in a strengths-based
fortunate enough to attend school were eager to practice their model for intervention. The strengths of the Haitian people I met
continued on p NY School Psychologist Volume XXII number 3 T: Tom’s Tech Talk
written by Tom Kulaga
(recommended reading for everyone who uses a computer to communicate, gather information, or carry out
other daily life functions – and for the three of you who don’t yet, but have signed up for the training)
What Is a PDF File?
Some Reminders About Keeping Your System Free From Viruses
Let’s say that you just created an information handout or To keep malicious code out of your system, there are a few basic
flier to be distributed at your school. You used your favorite word steps that you can take:
processing program to create the document, and you even included special graphics and pictures. It looks great on your computer 1. If you do not have a hardware router connected between your
screen, and you can’t wait to e-mail the document to your boss, computer and the internet, you should consider purchasing one.
friends, and colleagues for review. Also, you can’t wait to see your Linksys and Netgear have reasonably priced routers. A router acts
as a “firewall” limiting unauthorized access to and from your
masterpiece posted on the school’s web site.
computer. If you currently use a router to share
You fire up your e-mail program, send a
your internet connection with a another machine,
few quick e-mails to your boss, colleagues, and
Create PDF files
then your are already set.
the school’s webmaster and attach your beautiwith the click of
your mouse
fully designed document to each of the emails.
2. Remember to run your current anti-virus softThen surprisingly, you begin to receive e-mail
*****
ware and set it to auto-update. Often, the default
replies with comments such as “I couldn’t open
settings are the most conservative, and should
the file.” (from your boss), “Everything is all
jumbled.” (from a colleague), or “When provid- E–mail your tips or generally be used. If the software is not updated,
questions to Tom you will not be protected from new viruses.
ing complex documents to be added to the
Kulaga:
school’s web site, it is suggested that documents
T@nyasporg
3. Most importantly, please do not open email
be submitted in a format suitable for uploading,
attachments. If you receive an email with an
and preferably one that can be viewed cross-platattachment that you were not expecting, just delete it. In a Tech
form.” (from the webmaster).
Now what are you going to do? Well, one way of deal- Talk column written about a year ago, I offered this example
ing with this problem would be to convert your original document about emails and attachments.
into a PDF file. PDF stands for Portable Document Format, and is
a type of formatting that enables files to be viewed on a variety of Let’s say that you were expecting an email from a friend about his
computers regardless of the program that was originally used to or her vacation in Maui. You receive an email and the subject line
create the files. PDF files retain the look and feel of the original reads “Pictures from Maui”. This email is most likely from your
document. Any special formatting, graphics, or colors used in the friend and it is probably safe to open the attached picture files.
original document will appear on your boss’s computer monitor, Let’s say that, in addition to the subject heading “Pictures from
Maui”, the body of the email reads “Attached are the pictures
just as you intended them to appear.
While you may never have created a PDF file, there is a from Maui that we spoke about in the teachers’ room on
good chance that you have viewed PDF format files on the Wednesday”. If indeed you were talking about those pictures in
Internet with Adobe Acrobat Reader. Adobe Acrobat Reader is a the teachers’ room on Wednesday, then it is very likely that attachfree browser plug-in that allows you to read PDF files that have ment is safe. On the other hand, if you were to receive an email
been posted to web sites. The free Adobe Acrobat reader howev- with “Great Pictures” in the subject line and some generic stateer does not allow you to create PDF files. Adobe does provide a ment in the body of the email, you cannot be sure where those picnumber of programs that do allow you to create PDF files, but tures came from..Ψ
they are not free.
CutePDF Writer, formerly CutePDF Printer, is the free
version of commercial PDF creation software. CutePDF Writer
installs itself as a “printer subsystem”. This enables virtually any
Windows application that is able to print to create professional
quality PDF documents. CutePDF Write is available for free as
of this writing at:
http://www.acrosoftware.com/Products/CutePDF/writer.asp.
NY School Psychologist Volume XXII number LEGISLATIVE UPDATE
Memo in Support of Timothy’s Law
Written by Pamela A Madeiros
The New York Association of School Psychologists, a statewide organization dedicated to promoting the psychological wellness in children, supports the enactment of A.8301 / S.5329, or “Timothy’s Law” which would remove
existing impediments to accessing vital mental health services through parity in health insurance benefits. School psychologists are specialists in child development, learning, motivation, behavior, and social-emotional functioning and are
uniquely qualified to link mental health to learning and behavior within the school system and classroom environment.
It is in this vital role, as coordinator of both educational and mental health needs of children, that school psychologists
have come to witness, first-hand, the tragedy of childhood disorders.
While one in ten children and adolescents suffers from mental illness severe enough to result in significant functional
impairment 1, advances in multisystemic interventions, which incorporate psychotherapy, support services and medication treatment, hold great promise for thousands of young children. The tragedy, however, is that despite great strides
in the identification and treatment of these children and adolescents, preventable and treatable mental illness persists for
want of access to care and services. NYASP encourages enactment into law the removal of any barrier to critical care
and mental health services, including the denial of health care insurance coverage. It is only when there is parity between
access to health care services and mental health care services that the tragedy of Timothy O’Clair will be avoided. For
these reasons, the New York Association of School Psychologists supports A.8301 / S.5329.
Albany Contact: Pamela A. Madeiros, Esq.
Couch White, LLP
(518) 320-3412
1 Blueprint for Change: Research in Child and Adolescent Mental Health, Report of the National Advisory Mental
Health Council’s Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment,
Washington, DC.: 2001
NY School Psychologist Volume XXII number AntiBullying Program Yields Quick Results
In the Byram Hills School District
Submitted by Fiona Mitchell
The pro-social, anti-bullying program introduced at The Wampus School last year has already had dramatic results, a recent
survey has revealed. There is less bullying, fewer bullies, and more children are prepared to take action to help someone who is
being bullied.
The ABC Program, A Better Community: Skills for Caring, Cooperation and Conflict Resolution, aims to change the overall school
climate through education and training of all staff, students, and parents on bullying behavior and the role of the bystander.
The program last year included lessons on effective coping methods to deal with bullying issues, conflict resolution skills, and actions
to take to stop a bullying episode. Similarly, students who exhibited bullying behavior were taught alternative skills.
Research data was obtained anonymously and randomly at the beginning of last school year and was followed up by data gathering
from the same students at the completion of the first year of the program in June.
The research revealed that the number of victims of physical bullying has dropped from 47 to 35 percent, and those report only “now
and then” incidences. No student reported daily or “a lot” of bullying — a report that compares well to the national average of 10 percent — and reflects a drop at Wampus from 7 percent at the beginning of the school year.
The number of students who, at the beginning of the year, admitted to bullying (24 percent) dropped by 10 percentage points and students willing to help another student who is bullied increased from 35 percent to 61 percent. Initially, 13 percent of students said they
could not do anything (such as intervene or tell an adult) when a peer was bullied. By the year’s end only 2 percent felt they couldn’t
help in any way.
Dr. Joel Haber, Director of the ABC Program and a consultant to the school was pleased but not surprised by these results:
“They show the effectiveness of a school-based and community program aimed at teaching children skills to help each other when bullying occurs. Children who are taught friendship, caring, cooperation, and conflict resolution skills can truly make a difference,” he
said.
Success was also reported in improving the quality of the children’s school environment by making bullying opportunities less available through increased monitoring by teachers and aides: In the children’s opinions, bullying in hallways was cut by more than half
and in the cafeteria it was almost eliminated. In the playground, 27 percent of students said it still happened (down from 76 percent)
and in restrooms the percentage dropped from 17 to three.
“There was less dramatic improvement on the school buses and we will be increasing anti-bullying efforts in this area,” says
Dr. Ellen Medd, school psychologist who implemented the program at Wampus. These efforts include greater student awareness and
use of the bus incident reporting form, additional student workshops about school bus behavior and what bystanders can do to help.
The school will also increase the combined efforts of school personnel and involved members of the Wampus PTSA.
The ABC program ties in with the district’s character education goals and was funded last year by a grant from the Byram Hills
Education Foundation. Wampus Assistant Principal Lisa Doty says the program’s success ensures that it will be continued at the school.
“This summer a committee of teachers from all grades helped develop an ongoing curriculum for the ABC Program with
training for all staff members and students,” she says. “Our goal is to continue to support character education as a vital component of
the Wampus curriculum.” Ψ
For more information contact:
Fiona Mitchell (914) 248-2234
[email protected]
NY School Psychologist Volume XXII number The President’s New Freedom Commission on Mental Health:
The Role of the School Psychologist in Transforming
Health Care in America
Written by John Kelly PhD
President George W. Bush established the President’s
New Freedom Commission on Mental Health in April 2002 as
part of his commitment to eliminate inequality for Americans with
disabilities. The President directed the Commission to identify
policies that could be implemented by Federal, State and local
governments to maximize the utility of existing resources,
improve coordination of treatments and services, and promote
successful community integration for adults with a serious mental
illness and children with a serious emotional disturbance. On July
22, 2003, the Commission released a final report. Contained with
this report are goals and recommendations to “transform mental
health care in America.” The basic findings of the report indicate
that “the mental health delivery system is fragmented and in disarray . . . leading to unnecessary and costly disability, homelessness, school failure and incarceration.” The goals contained within the report attempt to provide the foundation on which services
will be more easily accessible, service providers will be able to
integrate their work with each other, interventions will be based
on research driven, validated techniques, and funding will be on
equal levels to physical illnesses.
The six goals established by the Commission are:
Americans understand that Mental Health is essential to overall
health.
Mental health care is consumer and family driven.
Disparities in mental health services are eliminated.
Early mental health screening, assessment, and referral to services are common practice.
“Early childhood is a critical period for the onset of emotional
and behavioral impairments. In 1997, the latest data available,
nearly 120,000 preschoolers under the age of six - or 1 out of 200
- received mental health services. Each year, young children are
expelled from preschools and childcare facilities for severely disruptive behaviors and emotional disorders.
Since children develop rapidly, delivering mental health services
and supports early and swiftly is necessary to avoid permanent
consequences and to ensure that children are ready for school.
Emerging neuroscience highlights the ability of environmental
factors to shape brain development and related behavior.
Consequently, early detection, assessment, and links with treatment and supports can prevent mental health problems from worsening.
Technology is used to access mental health care and information.
Without intervention, child and adolescent disorders frequently
continue into adulthood. For example, research shows that when
children with co-existing depression and conduct disorders
become adults, they tend to use more health care services and
School Psychologists are in a unique position to help
accomplish many of these goals. A review of the “Standards for
Training and Field Placement Programs in School Psychology”
have higher health care costs than other adults. If the system does
not appropriately screen and treat them early, these childhood
disorders may persist and lead to a downward spiral of school
failure, poor employment opportunities, and poverty in adulthood.
Excellent mental health care is delivered and research is accelerated.
(NASP, 2000), reveals specific “domains” that school psychologists demonstrate competency in for professional practice. School
psychologists have knowledge of various models and methods of
assessment that “yields information useful in identifying strengths
and needs, in understanding problems, and in measuring progress
and accomplishments.” School psychologists have knowledge of
behavioral, mental health, collaborative, and other consultation
models to provide services to individuals, groups, and system
level issues. They are uniquely trained to understand the human
learning process and use methods to assess this process, which
leads to the implementation of intervention services. The
Commission’s report indicates the need for early identification of
mental health issues in children and early intervention services to
ameliorated adjustment/behavioral difficulties. The following
passages summarize the need for these efforts:
NY School Psychologist Volume XXII number No other illnesses damage so many children so seriously.
One of the many factors that can affect the emotional health of
young children is the mental health status of their parents. For
example, depression among young mothers has been shown to
influence the mental health of their young children. These findings
are significant because mental disorders that occur before the age
of six can interfere with critical emotional, cognitive, and physical development, and can predict a lifetime of problems in school,
at home, and in the community.
Currently, no agency or system is clearly responsible or accountable for young people with serious emotional disturbances. They
are invariably involved with more than one specialized service
system, including mental health, special education, child welfare,
juvenile justice, substance abuse, and health.
The mission of public schools is to educate all students. However,
children with serious emotional disturbances have the highest
rates of school failure. Fifty percent of these students drop out of
high school, compared to 30% of all students with disabilities.
Schools are where children spend most of each day. While schools
are primarily concerned with education, mental health is essential
to learning as well as to social and emotional development.
Because of this important interplay between emotional health and
school success, schools must be partners in the mental health care
of our children.
Schools are in a key position to identify mental health problems
early and to provide a link to appropriate services. Every day
more than 52 million students attend over 114,000 schools in the
U.S. When combined with the six million adults working at those
schools, almost one-fifth of the population passes through the
Nation’s schools on any given weekday. Clearly, strong school
mental health programs can attend to the health and behavioral
concerns of students, reduce unnecessary pain and suffering, and
help ensure academic achievement.” (President’s New Freedom
Commission on Mental Health, 2003)
School psychologists have knowledge of normal developmental processes and are able to assess when behaviors and
emotions begin to fall outside the range of expected adjustment.
When students are identified as experiencing significant difficulties or “serious emotional disturbance”, school psychologists are
well trained to develop and implement intervention programs in
the natural setting of the school. School psychologists understand the unique “culture” of the school building and the various
dynamics that exists between all individuals that impact the student’s adjustment. Their training in prevention methods, crisis
intervention, and knowledge of psychopathology contributes to
programs that promote mental health and physical well being of
students.A significant barrier to accessing mental health services
has been “cultural norms” that exist within various ethnic populations. The existence of these norms that discourage “sharing
problems outside the family” or seeking assistance for “personal
problems” can be addressed by the school psychologist. The
development of “culturally competent practices” is a key feature
in the training of school psychologists. Cultural competence is
the integration and transformation of knowledge about individuNY School Psychologist Volume XXII number als and groups of people into specific standards, policies, practices, and attitudes used in appropriate cultural settings to
increase the quality of services; thereby producing better outcomes (Davis, 1997). School psychologists become a familiar
person to children and families, demonstrating sensitivity to
individual family needs. This helps to break down the cultural
boundaries. The Commission’s report concludes, “providers will
include individuals who share and respect the beliefs, norms,
values, and patterns of communication of culturally diverse populations.”
In an effort to improve the quality of care and treatment, the report recommends the development of
“Individualized Health Management Programs (IHMP).” These
plans will include a coordinated array of services and treatments
that are oriented toward recovery and resiliency. The plan will
be updated, based upon changing needs across the stages of life.
Individual states will develop comprehensive mental health
plans to outline responsibility for coordinating and integrating
programs. School psychologists develop Individualized
Education Plans (IEPs) as part of children’s educational support
programs. They help to identify areas of strengths and weaknesses, as well as appropriate intervention strategies. These
plans are consistently monitored and modified based upon the
needs of the student. It seems to be a natural extension of the
school psychologist’s role to assist in the development of these
IHMPs.
A recent informal survey of psychologists in Suffolk
County, New York, revealed a lack of professionals who primarily service children and adolescents within the private sector.
This results in families seeking service from public mental
health clinics, which are generally forced to develop wait-lists
and long delays before service can be initiated. This pattern is
apparent across the country. There is a clear shortage of highly
qualified professionals who primarily work with children. The
Commission calls for schools to play a larger role in the mental
health care of children. They point to growing evidence that
indicates that school mental health programs improve educational outcomes by decreasing absences, decreasing discipline referrals, and improving test scores. However, as the mental health
system transforms into the integrated and expanded model that
the Commission calls for, there will be a need for highly qualified well-trained professionals
Unfortunately, a potential barrier to providing this
resource of highly qualified professional is the fact that in some
states, school psychologists are not licensed to practice their profession within the scope of their training. For example, in New
York State, school psychologists are certified to practice within
the school setting. While this allows them to provide services
within the school setting, it limits their involvement in programs
and services outside of the school setting. Only licensed professionals are allowed to practice within the private sector. Some
concern has been raised about “masters level” school psychologists providing services within the private sector. However, a
comparison of the training standards and coursework that school
psychologists are exposed to and other “masters level” mental
health professionals (i.e. social workers, mental health counselors) reveals that school psychologists receive that same
amount or even more clinical training. They are well prepared
continued on p In Support of School Psychology Week
NY School Psychologist Volume XXII number Portfolio Evaluation at the University of Buffalo
Written By Ruth Steegmann NCSP Clinical Coordinator
The School Psychology Training Program at University
at Buffalo is embarking on an authentic assessment process in
which students can document their professional growth during the
course of their academic and field-based training, and faculty can
track and evaluate their progress. The portfolio evaluation is
based on the standards of competencies specified by the National
Association of School Psychologists, who have awarded their
approval to the program at UB.
NASP has established standards for training and practice
in School Psychology. Their original publication of the document,
“School Psychology: A Blueprint for Training and Practice” in
1984 served to promote considerable progress in the field and led
to the creation of the National School Psychology Certification
system in 1988. A revised “Blueprint”, published in 1997, further
defines and modifies the guidelines, goals and objectives to
ensure that the training and practice of school psychology remains
relevant for the 21st century.
Domain 3 Effective Instruction and Development of Cognitive
& Academic Skills School Psychologists have knowledge of
human learning processes, techniques to assess these processes,
and direct and indirect services applicable to the development of
cognitive and academic skills. School Psychologists, in collaboration with others, develop appropriate academic goals for students
with different abilities, disabilities, strengths and needs; implement interventions to achieve those goals and evaluate the effectiveness of interventions. Such interventions include, but are not
limited to, instructional interventions and consultation.
Domain 4 Socialization and Development of Life Skills School
Psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect
services applicable to the development of behavioral, affective,
adaptive and social skills. School Psychologists, in collaboration
Ruth Steegmann is the Clinical with others, develop appropriate behavioral,
affective, adaptive and social goals for stuCoordinator of the School
dents of varying abilities, disabilities,
Psychology Program at
strengths and needs; implement intervenSUNY University at Buffalo as tions to achieve these goals, and evaluate
well as the NYASP Publications the effectiveness of interventions. Such
interventions include, but are not limited to,
chairperson and Chapter C
consultation, behavioral assessment / interalternate representative
vention and counseling.
Eleven Domains of School
Psychology Training and Practice are
detailed in “Blueprint II”. Candidates in
school psychology training programs must
demonstrate entry-level knowledge and
skills in each domain. Training programs
must ensure that students develop a foundation in the knowledge base for psychology
and education, including theories, models, empirical findings and
techniques in each domain. Programs must also ensure that candidates demonstrate the professional skills necessary to deliver
effective services that result in positive outcomes in each Domain.
The Domains are described as follows:
Domain 1 Data-Based Decision Making and Accountability
School Psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying
strengths and needs, in understanding problems, and in measuring
progress and accomplishments. School Psychologists use such
models and methods as part of a systematic process to collect data
and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate outcomes
of services. Data-based decision making permeates every aspect
of professional practice.
Domain 2 Consultation and Collaboration School
Psychologists have knowledge of behavioral and mental health,
collaborative and/or other consultation models, and methods and
of their application to particular situations. School Psychologists
collaborate effectively with others in planning and decision-making processes at the individual, group and system levels.
NY School Psychologist Volume XXII number Domain 5 Student Diversity in Development and Learning
School Psychologists have knowledge of individual differences,
abilities and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, genderrelated, and linguistic factors in development and learning. School
Psychologists demonstrate the sensitivity and skills needed to
work with individuals of diverse characteristics to implement
strategies selected and/or adapted, based on individual characteristics, strengths and needs.
Domain 6 School Systems Organization, Policy Development
and Climate School Psychologists have knowledge of general
education, special education and other educational and related
services. They understand schools and other settings as systems.
School Psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive and effective learning environments for children and others.
Domain 7 Prevention, Crisis Intervention and Mental Health
School Psychologists have knowledge of human development and
psychopathology and of associated biological, cultural and social
influences on human behavior. School Psychologists provide or
contribute to prevention and intervention programs that promote
the mental health and physical well-being of students.
Domain 8 Home / School / Community Collaboration School
Psychologists have knowledge of family systems, including family strengths and influences on student development, learning and
behavior, and of methods to involve families in education and
service delivery. School Psychologists work effectively with families, educators and others in the community to promote and provide comprehensive services to children and families.
Domain 9 Research and Program Evaluation School
Psychologists have knowledge of research, statistics and evaluation methods. School Psychologists evaluate research, translate
research into practice and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
Domain 10 School Psychology Practice and Development
School Psychologists have knowledge of the history and foundations of their profession, of various service models and methods,
of public policy development applicable to services for children
and families, and of ethical, professional and legal standards.
School Psychologists practice in ways that are consistent with
applicable standards, are involved in their profession, and have
the knowledge and skills needed to acquire career-long professional development.
Domain 11 Information Technology School Psychologists have
knowledge of information sources and technology relevant to
their work. School Psychologists access, evaluate and utilize
information sources and technology in ways that safeguard or
enhance the quality of services.
The School Psychology Training Program at UB has
identified four program goals, consistent with the NASP training
standards:
Goal 1: To train specialist-level School Psychologists consistent
with the practitioner-scientist model (i.e., to maintain a curriculum and training environment in which psychological science and
service provision are integrated and firmly grounded on, and guided by, evidence-based practice).
Goal 2: To provide students with in-depth training under supervised conditions in both the direct and indirect service models as
articulated in the school psychology literature.
Goal 3: To train students to provide school psychological services
in the context of a multicultural, pluralistic society, such that interindividual differences and differences in culture, ethnicity, gender,
socioeconomic status and sexual orientation are understood and
respected.
Goal 4: To facilitate students’ professional identity development
as School Psychologists and foster strong commitments to ethical
guidelines regarding both professional practice and research.
Students are responsible for developing portfolios based
on the NASP Domains and the UB Program Goals and Objectives.
Their portfolios will be reviewed by faculty at three points or
phases in the program (one each in the Spring semester of their
first and second years and a final summative review toward the
end of the third (internship) year.
The focus of the Phase I portfolio will be on pre-service
foundational knowledge, skills and values. Students will be introduced to the NASP Standards and Goals and advised about the
portfolio requirements. Faculty will advise and support students in
determining what kinds of documentation to include in the portfolio, which should be organized into a binder and include the following components:
-Cover page and divider for each of the four UB Program Goals.
-At least one piece of evidence should be submitted that demonstrates their knowledge, skills and/or dispositional beliefs in that
goal area.
-A Reflection page that describes the evidence submitted, provides a rationale for how these submissions meet the goals, and
reflects upon the personal and professional growth in that standard
area.
-Examples of submissions which would be included in the Phase
I portfolio are:
-Written reports of formal and informal assessments.
-Course exams and projects covering this body of knowledge.
-Documentation of interventions designed and implemented by
School Psychology students.
-Case studies.
The Phase II portfolio, which will be developed during
the second year, will focus on advanced coursework and experiences gained on the Fall and Spring semester practicums. A cover
page and divider for the four Program Goals is again required,
along with two pieces of evidence that fulfill the requirements of
each standard and which have been personally created/implemented during that year. A Reflection page is required, along with
Documentation of Practicum Progress as demonstrated on the
Practicum Evaluation Form completed by the on-site supervisor.
In addition to the types of documentation included in the
Phase I portfolio, students completing their second year will submit a written summary of experiences in practica, along with
supervisor evaluations. In addition to artifacts related to coursework, submissions may include presentation notes or power point
slides. Documentation of membership in local, state and/or
national professional organization(s) will partially fulfill requirements of Goal 3.
Phase III of the portfolio evaluation will focus on the
knowledge, skills and dispositions in the four areas of Program
Goals gained during the internship experience. Once again, a
cover page, two pieces of evidence and a Reflection page are
required. Submissions must document activities that have been
implemented during the internship year.
The student will continue to submit the kinds of documentation cited for Phases I and II, with the expectation of
increasing scope and sophistication. It is expected that students
will have opportunities for broader and more in-depth experiences
on the internship sites.
Portfolios will be evaluated in terms of Acceptable and
Unsatisfactory. An Acceptable portfolio demonstrates knowledge
and dispositions regarding how each submission relates to the
intended standard, along with well-developed justification for the
submissions. Each submission should represent an acceptable
continued on p NY School Psychologist Volume XXII number State University of New York at Buffalo
Suggested Activities for Fulfilling Terms of Contracts for
Practicums and Internships in School Psychology
MA and PhD Programs
The following are suggested activities for satisfying the terms of
the contracts for practicums and internships in the School
Psychology Program at the University at Buffalo. They are based
on a practitioner-scientist model of training approved by the
National Association of School Psychologists and detailed in
NASP’s Blueprint for Training and Practice II. This list is by no
means exhaustive, nor is it expected that every site will offer all
of these experiences. It is the student’s responsibility to document
these activities through a daily log.
Domain 1 Data-Based Decision-Making and Accountability
-Supervisor should promote an awareness and conceptual understanding of both Direct and Indirect service models and should
model applications of them.
-Provide opportunity for student to conduct all phases of psychoeducational evaluations, including:
-Selection of appropriate instruments.
-Review current literature and critiques of instruments.
-Discuss which instruments are used in the district and why those
particular ones were chosen.
-Provide student with opportunities to review test reports written
by supervisor and other school psychologists in district to learn
how data determine interpretations, conclusions and recommendations.
-Student should observe supervisor in several testing situations,
including cognitive, achievement an others as deemed appropriate.
-Student and supervisor can “double-team” a child in a testing situation, with student and supervisor administering alternate subtests immediately followed by appropriate feedback.
-When supervisor is satisfied that student has attained proficiency
at test administration, student should be assigned independent
assessments, with supervisor observing first few administrations
and immediate feedback given.
-Provide opportunity for student to conduct classroom observations and gather data.
-Student should be given the opportunity to observe children in
multiple settings as part of psychoeducational evaluations and
planning pre-referral interventions. Observational settings should
include: General education; Special education;Related services;
Non-classroom settings (i.e. gym, playground, lunchroom);
Diverse age ranges
-Student should become acquainted with both formal and informal observational techniques
-Student should be given access to school records and oriented to
their use as part of psychoeducational evaluations.
-Student should be instructed about issues and laws governing privacy, confidentiality and access of school records.
-Student should generate written documentation of all activities.
-Supervisor should review all reports written by student.
-Student should go over the first few reports of the student “with
a fine tooth comb”, until supervisor is satisfied with scope and
NY School Psychologist Volume XXII number quality of reports. All further reports should be read and co-signed
by supervisor, and discussed in supervision when appropriate.
Specific areas of weakness, if any, should be directly addressed.
Supervisor should determine that interpretations, conclusions and
recommendations in reports written by student are data driven.
Supervisor should discuss recommendations with student.
THE SUPERVISOR IS THE PSYCHOLOGIST OF RECORD
AND IS ULTIMATELY RESPONSIBLE FOR THE CHILDREN
ASSIGNED TO THE PRACTICUM STUDENT OR INTERN.
-Student should document all other activities (i.e. parent conferences, intervention programs, counseling, participation on building teams, etc. by brief notes or summary statements about the
activity.
-Include student in meetings of child study / student assistant
teams to observe how data are used in planning interventions.
-Provide student with opportunity to co-facilitate an intervention
group for a data-identified population and academic or behavioral
concern.
-Discuss accountability issues throughout all phases of the
practicum or internship experience.
Domain 2 Consultation and Collaboration
-Include student in staff, multidisciplinary team meetings, districtlevel committees, staff development days.
-Student should initially attend meetings with supervisor; later
can participate more independently. Process and outcomes of
meetings provide appropriate content for supervision sessions
-Student should document the above meetings in a log, notebook
or electronic organizational system for later reference
-Student should be given the opportunity to observe supervisor
consult with teachers and parents for the enhancement of academic, behavioral and affective interventions.
-Provide opportunities for student to observe, collaborate with
members of other professional disciplines (i.e. co-facilitate an
intervention group with a school counselor, accompany a social
worker to family court regarding a child with whom the student
has had contact, “walk through” referral process to outside agency
or practitioner).
-Student should gain experience in collaborative settings, in clearly identifying a problem or need, generating and considering alternatives and making evidence-based recommendations.
-Provide opportunity for student to participate in a collaborative
setting, in appropriate follow-up and evaluation of effectiveness
of intervention.
Domain 3 Effective Instruction and Development of Cognitive /
Academic Skills
-Provide opportunities for student to interpret evaluation results to
school personnel, parents, other professionals, discussing goals
based on identified abilities, handicaps, special needs.
-Include student in meetings of CSE, child study teams, etc., in
which program recommendations are developed from identified
abilities, handicaps, special needs.
-Provide opportunities for student to work with a variety of age
levels, abilities, and presenting problems, both directly (i.e. testing, counseling, facilitating an intervention) and indirectly
(through consultation with parents, teachers, other school personnel).
Domain 4 Socialization and Development of Life Skills
-Provide student with samples of reports which integrate background information with other data.
-Critique student reports to ensure that student has included and
meaningfully integrated background / developmental information
with other data.
-Provide opportunities for student to become proficient with
instruments and observational methods for assessing affective
characteristics, social and adaptive skills.
-Provide opportunities for student to develop intervention plans
based on assessments of affect, social and adaptive skills.
Domain 5 Student Diversity in Development and Learning
-Students should develop and apply their understanding of multicultural issues in psychoeducational assessments, consultation,
therapeutic interventions and program planning.
a. Provide opportunity for student to work both directly and indirectly with a variety of children representing diverse racial, ethnic
and linguistic backgrounds, ability levels, presenting problems.
b. Student should be assigned some cases involving children from
minority groups when possible and appropriate. He / she should
become knowledgeable about values, customs, expectations of
families from minority groups before working with their children,
to the extent possible.
c. Make available whatever information you have on the background of the child’s family / community.
d. Encourage the student to seek out additional information (i.e.
library , internet, personal interview) on child’s background.
e. Provide opportunity for student to have some contact with a
child with a low incidence handicap. Provide opportunity for student to learn about that handicap.
f. Provide opportunity for student to share information he / she has
learned, either through consultation or presentation at staff meeting or building team.
Domain 6 School and Systems Organization, Policy Development
and Climate
-Students should develop an awareness of schools as working systems and acquire specific knowledge of the organization and
operations of schools through the following kinds of activities:
-Take student on tour of district and introduce him/her to school
personnel (administrators, clerical staff, representative teachers,
support personnel)
-Give student a map of the district. Identify the buildings in which
the student will be working..
-Give student other written materials which describe the district
and outline its programs and policies.
-Brochure or other documents describing history, demographics,
mission statement.
-School calendar (holidays, vacation days, parent/teacher conference days, standardized testing and exam days, staff development
days)
-School schedules (starting/ dismissal times, schedule of class
periods for secondary schools)
-Employee’s Handbook or other compilation of policies.
-District’s crisis plan.
-Telephone, e-mail lists of school personnel.
-Forms for conference attendance requests, personal leave,
mileage reimbursement, ERSS contacts, Medicaid reimbursement
if applicable.
-Make clear the district’s policies on working hours, absences, use
of telephones, copiers, etc.
-Make clear student’s assigned working space, equipment, etc., as
well as procedures for obtaining working space in other buildings..
-Encourage student to make copies of documents, forms, etc.,
when appropriate, to reference after practicum or internship is
completed.
-Make available opportunity for student to attend a PTA and / or
school board meeting. .
Domain 7 Prevention, Crisis Intervention and Mental Health
-Provide opportunity for student to co-facilitate a prevention or
intervention group.
-Provide student with copies of building, district level crisis intervention plan.
-Include student in meetings of crisis intervention team.
-Utilize student in providing service in the event of an actual crisis situation.
-Include student in debriefing discussions and meetings following
an actual crisis situation.
-Provide opportunity for student to attend in-service activities
focused on intervention, crisis response, if they are available.
Domain 8 Home / School / Community Collaboration
-Provide opportunity for student to communicate assessment
results to parents outside practitioners / agencies when appropriate.
-Provide opportunity for student to initiate contact with parents,
school personnel, etc., schedule a meeting, find a venue, determine who else should be included and make appropriate contacts
and arrangements for that to happen.
-Instruct student in the laws and regulations that govern what can
/ must be shared with parents, copying of materials, etc.
-Student should document in writing what took place at the conference,including date(s), names and roles of persons present and
what the outcome(s) were (decisions made, action planned, etc.).
-Provide opportunity for student to familiarize self with resources
in the community that provide services to children and families.
-Provide opportunity for student to attend conferences, workshops
when available that offer training in family systems theory,
school-based interventions.
Domain 9 Research and Program Evaluation
-Encourage student to investigate an area of interest within the
school in which data are utilized.
-Provide opportunity for student to share findings with other
school personnel, parents, if appropriate.
-Provide opportunity for student to attend meetings in which procontinued on p NY School Psychologist Volume XXII number The following is a rating scale developed by Sheldon Salzberg school psychologist and current
Director of Special Education in the Kiryas Joel School District This scale was developed for use in
psychologist observations in the evaluation process
Psychologist Observation Record
Name:
Grade Level(s):
Observer:
School:
Setting:
Date:
Position:
The psychologist shares a perspective of the teaching-learning setting uniquely based on the abilities, behavior, and personality of
the individuals who interact. As a school professional, the psychologist shares this perspective with children, teachers, and parents,
and must, in essence, teach the participants in a meeting or session about their psychology.
D: Distinguished
P: Proficient
Creates an Environment of Respect and Rapport
U: participants are negative, demeaning, inappropriate
B: generally appropriate, occasional inconsistencies, minimal
respect for psychologist
P: warmth, caring and respect; mutual respect
D: genuine caring and respect; participants respect psychologist
as an individual
Communicates Clearly and Accurately
U: confusing, inaudible or illegible, errors, vague or inappropriate vocabulary
B: information clarified after confusion, excessive, audible, legible, vocabulary correct but limited or inappropriate
P: clear and appropriately detailed, clear & correct, appropriate
vocabulary
D: clear and anticipates possible confusion, expressive, well
chosen vocabulary that enriches
Establishes a Culture for Understanding
U: negative toward information, no desire to understand, no
expectations
B: communicates w/ little conviction, responsibility, expectations
P: enthusiasm for sharing, quality, pride in work, high expectations
D: participants show curiosity, value of information, obvious
pride, and maintain high expectations for understanding
Uses Questioning and Discussion Techniques
U: poor quality, recitation, psychologist mediates all, few participate in discussions
B: combine low & high quality, some invite response, uneven
discussion, limited success to engage
P: mostly high quality, time for response, true discussion, participants engaged, psychologist steps aside
D: uniformly high, participants formulating, responsible, regulating
Manages Procedures
U: not productive, lost time, inefficient handling of materials or
aids (reports, charts, diagrams)
B: some off-task behavior, some loss of time, fairly efficient
P: tasks organized so participants engaged at all times, smooth
transitions, routines, minimal loss of time, aids productive
D: seamless transitions, participants assuming responsibility for
efficiency
NY School Psychologist Volume XXII number B: Basic
U: Unsatisfactory
Engages Participants
U: poor examples, inappropriate activities, not engaged
B: inconsistent quality of information, some activities appropriate, some difficult to follow
P: information links well with knowledge, experience, participants cognitively engaged, most activities appropriate
D: information links, and participants contribute, all participants
cognitively engaged & explore information, participants initiate
Manages Behavior
U: no standards, psychologist unaware, not responsive to inappropriate behavior
B: standards for conduct, most understand, generally aware, no
serious disruption
P: clear to all participants, alert at all times, response to inappropriate behavior, respects individuals’ dignity
D: clear, thorough participation, subtly preventative, individuals
self correct, sensitive response
Provides Feedback to Participants
U: no feedback, or poor, not timely
B: inconsistent quality, inconsistent timeliness
P: consistently high quality, consistently timely
D: consistently high & participants use their understandings,
participants make prompt use of feedback
Organizes Physical Space
U: unsafe or unsuited to activities, resources bar access
B: safe, effective organization, resources accessible to all
P: safe, skillful use of resources, accessible to all
D: safe, participants adjust furniture to advance interaction,
individuals use resources optimally, participants ensure accessibility to all
Demonstrates Flexibility and Responsiveness
U: rigid adherence to plan, ignores participants’ questions, gives
up when lacking success
B: adjusts with mixed results, attempts to accommodate
P: adjusts smoothly, accommodates questions, persists for those
who have difficulty
D: can make major adjustment, seizes opportunities to enhance
& persists, using extensive repertoire of strategies
Dear Psychologist
How to get your principal to let you do what you want
Written by Ned Engel and Barbara Iannarelli Niagara University
It is not easy being a school psychologist. You may feel
you have the toughest job in the school. However, we both know
that honor really belongs to the principal. Okay, you may still feel
responsible for everyone and we presuppose that at times you may
even feel under siege. Perhaps you think that it is risky to leave
your office door open and may even disconnect your phone. Or,
maybe you take a lot of coffee breaks or resort to afternoon power
naps.
We would like to encourage you to start or end your day
with a conversation with your principal. You will probably discover that you are both having “existential anxiety.” The authors,
a school psychologist and school principal, respectively, both on
their second careers after several decades of experience in city and
suburban districts, now have adjacent offices at Niagara
University. We believe that with the day-to-day pressures that
educators now experience, it is remotely possible that some of
your valuable talents could get overlooked or underutilized. We
recognize that you may already have a strong partnership with
your principal. But in the odd event that you don’t, we humbly
offer our suggestions in the form of an open dialogue.
Perhaps you will give this article to your principal as a
way of starting this conversation in the hopes of creating or
enhancing a partnership that works for your school. We think of it
as an old-fashioned letter of introduction. We view your role as a
“healthy care provider”. You are most knowledgeable about some
of the best practices for providing a wide range of mental health
services to children. Perhaps you already work together with your
principal co-leading student councils or peer mediation. Maybe
you even provide support by mediating disputes between teachers.
However, sometimes things just seem to get in the way of good
intentions. Maybe the following conversation can shed some light
on this matter. (Any resemblance to specific people – living or
dead - or situations is purely coincidental.)
Ned: What is the first thing that comes to mind when you think of
the school psychologist in your building?
Barbara: Well, they’re the first person I think of as a resource in
the fall, but in the spring they might say, “I can’t do that. That really isn’t my job! And, besides it’s April 2 and I have 15 new referrals and 17 triennials.”
Ned: What happens?
Barbara: They get loaded up with referrals and testing, and they
run out of time. The system sets new priorities for them that have
more to do with paperwork than with helping children.
Ned: Do you have any suggestions for this situation?
Barbara: The system should allow for a year-round referral
process, so the referrals don’t get all bunched up in the spring and
we all play “Beat the Clock”.
Ned: What might get in the way?
Barbara: The principal can’t bend the legal statutes. It’s a different set of priorities. Sometimes I feel like I’m spinning plates;
some may break, but I will always protect the good china.
Ned: Psychologists could inform their principal as well as teachers that a request for assessment is not necessary to get them into
the classroom. First, they could provide in-class observations and
ongoing consultation. This would probably address the dilemma
and thus decrease a need for a formal evaluation.
Barbara: I agree. Psychologists realize that assessment is not synonymous with testing.
Ned: If a psychological was needed they could consider doing a
transdisciplinary assessment instead of utilizing their own separate tests.
Barbara: Now that would be different. It could be less stressful for
the child and it might make it easier to explain the results to parents as well as teachers. And, collaboration among specialists
would be increased.
Ned: How else could psychologists work closely with their principals?
Barbara: Sometimes psychologists don’t always get the big picture. They may miss opportunities to make a difference. I need the
school psychologist to see the big picture so they understand all
the currents in the environment. Psychologists are at their best
when they see themselves as part of the family, part of the vision
and part of the mission. For example, at child-study team meetings, don’t continue to look at the rock in the road, go around it! I
believe the psychologist can be the leader of the pupil services
team. The psychologist can be a problem preventer as well as a
problem solver. Tests shouldn’t be the be-and-end-all!
Ned: Some psychologists may feel may feel more comfortable
taking the role of team facilitator than of chairperson. I guess you
believe psychologists need a bigger menu. They could be assigned
as case consultants for the special education team. They could also
co-lead groups with speech pathologists, occupational therapists,
etc.
Barbara: Yes, psychologists should realize that it is the school system that is their ultimate client, not just the referred individuals.
The problem is that it seems as if special education is the only
game in town. Although, I’m not sure school psychologists
believe this. This is a systems problem. Psychologists need a larger repertoire of programs and resources to meet the diverse needs
of children and staff.
NY School Psychologist Volume XXII number Ned: So you think the school psychologists could see themselves
as part of a support network?
Barbara: Yes, they can understand the “ripple” ramifications of
every little stone thrown in the pond.
Ned: So you would be open to the idea that psychologists could
be part of grade-level curriculum planning? And you would probably encourage them to run parenting groups as well as offer
workshops for teachers on how to confer with parents.
Barbara: Of course! Our problems exist in all areas, so the solutions must be applied in all areas.
Ned: Would you consider involving your psychologist before a
student is suspended?
Barbara: Yes, indeed. I think it would be a good idea for an agitated child to have a chance to speak with the school psychologist
before he is brought home.
Ned: What can you depend on?
Barbara: Well, I need psychologists to help me make sure all the
“i’s” are dotted and the “t’s” crossed. I value their precision and
they haven’t let me down.
Ned: What is a turn-off for you as a principal?
Barbara: When I’m trying to register 12 kids and the psychologist
barges in to say, “I need a new chair!” and it turns out that all
that’s wrong is a loose screw.
Ned: What do you infer from that?
Barbara: All right, at first that gives the wrong impression of what
their priorities are. However, to be fair, within the next few minutes, my psychologist took three kids out of the main office without any fanfare and solved a major crisis.
Ned: Suppose they would like a room that has a window and is
bigger than a closet?
Barbara: If I have a window, they get one too! A psychologist
needs a proper space to assist people. Ideally it should be warm
and cozy. I want them to get results. There’s an expression, ‘It’s
not the mountains we must climb; it’s the sand in our shoe that
drives us nuts.’ My job as the principal is to eliminate the sand in
the staff’s shoes. They have enough work and stress without worrying about the loose screw in the chair. And, what is a turn off for
you?
Ned: If the principal barges into a psychologist’s office, interrupting a session and says I need you in Mrs. Smith’s classroom, Mark
is misbehaving again and isn’t he one of yours?
Barbara: That’s not a crisis! If the teacher can’t handle Mark she
should call the principal. In fact, why is the principal coming to
the psychologist? Psychologists don’t do discipline. I’m ultimately in charge of discipline. At another time, the psychologist might
want to show the teacher as well as the principal some new tricks.
The psychologist’s role is to support the teacher with some positive discipline techniques to add to their toolbox.
Ned: Is there anything else that bothers you?
NY School Psychologist Volume XXII number Barbara: Sometimes, psychologists can sit and talk to you and can
be speaking in another language. I don’t want to feel like I have
to learn another language. The bottom line is what are we going
to do for this child?
Ned: So you feel uncomfortable with jargon?
Barbara: Not uncomfortable so much as wanting to cut to the
chase.
Ned: Well, I guess we don’t always (or ever) read each other’s
journals.
Barbara: The school psychologists should share this article as
well as the whole quarterly journal with their principals. Just
remember, you can bring the principal the article, but you can’t
make him/her drink.
Ned: And then they could have a conversation about it. I hear that
you really value your psychologists. Is there anything else that
they could do differently?
Barbara: Yes, they sometimes go into a classroom to observe two
students. Then they come to me and moan about the teacher. I’m
not Tinkerbell! I don’t have any magic dust! Instead of demanding that I pull the child out of the class, maybe we could figure
something else out. This is what I mean about supporting the
teacher. When you help a teacher develop a new positive strategy,
you’ve positively affected all the children who pass through the
classroom.
Ned: So, instead of complaining that the teacher is at fault, it’s
important to build relationships with staff.
Barbara: Yes, that’s where psychologists will make a difference
for children. Psychologists can enlist the teachers’ help and will
get their support. When psychologists are in the classroom, they
do whatever they can to support the child.
Ned: Psychologists see themselves as change agents.
Barbara: They can get into “cracks and crevices” that I (the principal) will never see. Psychologists are an important support for
teachers because they can develop a non-judgmental relationship
with the teacher.
Ned: In what ways do you find school psychologists to be helpful?
Barbara: They are always at their best when helping children.
Ned: Can you give some specifics?
Barbara: I haven’t met a school psychologist who doesn’t defend
the child to the death. However, I seldom meet a psychologist who
doesn’t occasionally make the teacher or parents the enemy.
Ned: So, instead of fixing the blame, it’s better to do no-fault consultation?
Barbara: Yes. The parents are sending us the best children they
have.
Ned: Any more suggestions?
Barbara: Psychologists should be working as if they were trying
to put themselves out of a job. My job is to support leadership and
continued on p and
Then
The following is an excerpt from the Division of Research of the
NY State Education Department from June 15, 1942
An attempt was at first made to meet the demand [of psychological testing] by using teachers who had some acquaintance
with the techniques of administrating psychological tests but had
no means of adequate training. When the testing was done by
well-qualified [school] psychologists, it was found that the psychological could contribute much more to the understanding of
the child more than merely finding his mental age and I.Q.
The majority activity for school psychologists was individual examinations, conferencing with school personnel, and
writing reports!
Three hundred different cases a year would probably be
the maximum load if a school psychologist would perform those
activities that were needed.
Assuming that approximately 10 percent of the student
enrollment would ordinarily require individual attention from the
school psychologist, there should be one school psychologist for
every 3000 students enrolled to meet the individual psychological
needs of children in school.
New York State Mental Hygiene Department established
“traveling child guidance clinics” to care for the mental health of
children in small communities. These clinics were sometimes held
in schools!
School administrators who are convinced that psychological services are of sufficient importance can usually find ways
to organize and finance them.
In a system where there is a “well trained psychologist”,
the testing case load is so heavy that there is little time to do more
than get the mental ages and IQs and make a report briefly or orally to the school teacher. It is rather certain to be that when the ratio
of school psychologists to enrollment is one to 10,000 or over,
there is little time for more than routine testing…
The salary of school psychologists was between $1400
and $4000 per year with most of the persons having more than one
year of graduate education [from this survey].
Now
The services of the school psychologist deal more with
how this person conceives his job and how the superintendent
understands it than on the administrative organization. Because
testing has been peculiarly the school psychologist’s job and
because testing is time consuming and never ending, it has been
very easy for the school psychologist to slip into a rut from which
he cannot achieve an adequate perspective.
Job Description
- Assist in making the adjustments between the student’s readiness
to learn and the organization of materials and methods of instruction.
- Assist in the discovery of aptitudes and interests.
Responsible for the selection and placement for special needs students.
- Planning and diagnosing specialized remedial procedures for
students.
- Diagnosing/discovering gifted/talented children.
Study the psychological causes of truancy.
- Cooperate in the selection and administration of test used to
evaluate students’ progress and interpret the progress of pupils
who deviate markedly from the average.
- Assist in defining the grouping of students regarding their placement.
- The psychological report should be written in nontechnical
terms.
- Since the writing of psychological reports consumes considerable time and makes a demand for the stenographic or typing services, it is one of those things that is often neglected as relatively
unimportant as the time and its lack is later regretted.
As of 1941 no New York university had set up a training program
for school psychologists.
Interesting how some things change and some things stay the
same...
Congratulations to Dr Ned Engel
NYASP Research Chair
Awarded the Diplomate of School Psychology
August NY School Psychologist Volume XXII number Northeast Region State Association Conference Sharing
Agreement
Purpose: The purpose of this agreement is to encourage the sharing of conference information, membership lists, and discounts by
state school psychology associations. The intent is to increase the
benefits of state association members, reach a potentially broader
audience for continuing education events, and enhance knowledge
of the activities of other state school psychology associations. It is
not intended to be a rigid document nor a binding contract as
much as an agreed upon set of guidelines.
History: This agreement arose from interstate discussions held at
the National Association of School Psychologists (NASP) regional meeting held in Albany, New York, November 2003. However,
it has been independently developed by the state associations, and
is not a NASP sponsored program.
Participation: Participation in this agreement is restricted to
NASP affiliated state school psychology professional associations
and their officially recognized chapters. Participation is voluntary,
and available upon the request of the state association’s current
president. Participating organizations may withdraw from this
agreement at any time by providing notice to the other participants.
Reciprocal Nature: The agreement presumes mutual respect and
reciprocal sharing among associations, and no provision is made
for enforcement of its guidelines. Any difficulties encountered by
participating associations should be worked out between them.
Terms: Participating Associations are the state organizations that
sign on to this agreement. Hosting Association is the state association hosting a continuing education event. Proprietary
Associations are those organizations providing access to their
membership through list/labels, email addresses or listserve. The
Moderator is the individual or state officer responsible for coordinating this agreement.
Financial Aspects: The agreement does not presume any financial obligation between state associations. There is no charge to
participate in the agreement, and any costs related to the provision
of mailing labels/lists, posting of information on websites, on listserves, or in newsletter listings, is borne by the association providing that service. However, due to high printing costs, block
newsletter advertisements are exempted from this agreement, and
should be negotiated separately. Direct mailing of brochures
remains the responsibility of the organization hosting the conference or educational event.
Security: Mailing lists and email lists are considered proprietary
to the state association to which those members belong, and as
such should not be sold or shared with organizations/agencies not
covered by this agreement unless approved in advance by the proprietary association.
Co-Sponsorship: This agreement can be extended to conferNY School Psychologist Volume XXII number ences/educational events that a state association co-sponsors with
other organizations as long as:
The sponsoring organizations agree to provide the appropriate discount to members of participant states.
The hosting state association is involved in the development of the
educational event (e.g. it is not a primarily commercial venture to
which it only lends its name).
The hosting state association maintains responsibility for protecting the integrity of the membership information of participating
state associations.
Information Sharing: It is suggested that participating associations share information related to continuing educational events
such as: when they will occur, themes, topics, speakers, and cost.
Associations are encouraged to compile a list and share it with
members via website, newsletter, etc. The purpose is to learn from
each other around conference planning. Given the exigencies of
conference planning, scheduling conflicts in adjoining states may
not be completely avoidable, however, they represent both a
shared risk and a shared benefit as both states may gain from each
other, and members benefit by having more options. While for the
present Massachusetts will compile and disseminate this information, ideally a listserve that includes presidents, program/conference committee chairs, and NASP delegates would allow for more
direct discussion.
Membership Contact: Upon the request of a participating association hosting a continuing education event the other associations
will provide a means of directly notifying their membership of
this event. This would usually be via an active process such as
email, a mailed add/brochure, or a listserve message (as opposed
to a more passive process such as a compiled list or website listing). The choice of method(s) will depend upon the resources
available to the proprietary association, and the preference of the
event hosting association. While it is anticipated that eventually
posting messages via email or on a listserve will prove to be the
most efficient, timely, and cost effective method, at present providing mailing labels may be more practical for many associations. Due to mailing costs hosting associations may wish to
restrict direct contact to the members of only adjoining states, and
perhaps only those members living near the state borders. If the
proprietary association lacks the capacity to sort labels/lists in this
way, it is suggested they be sent in zip code order so the host association can more readily sort them. The creation of brochures,
electronic adds or messages used for direct membership contact
remains the responsibility of the event hosting association.
Because most often event hosting associations will not wish to
reach the memberships of all the participating associations, and
not all states will use or desire the same contact methods (e.g. listserve vs. mailing labels) it is incumbent upon the hosting association to contact and make arrangements with the proprietary associations. For the present time it is assumed that the association
president would be the initial contact person.
Continued on p What is life like for a rural preschool school psychologist?
Written by Lacy Rezek
I never intended to be working in preschool, but that was
the opportunity presented to me after finishing graduate school. I
had done two evaluations of young children during my training,
but had had great training in play therapy through the Primary
Mental Health Program. And, this job allowed me to travel all
over the Adirondacks, which I love. I average 750-1000 miles a
month using my own car, for which I am paid for mileage.
I work for an ARC, actually, two ARC’s, one 4 days a
week, the other 1 day a week. I cover all of two counties and parts
of three more, serving about 16 different school districts. In my
area, there are only three preschool evaluating agencies. Once a
child is referred to the CPSE (Committee on Preschool Special
Education), evaluating for service eligibility is the primary focus
of my job, as there are no pre-referral interventions or screenings
prior to an evaluation.
services within the classroom or play area of the child. I carry
numerous bags of toys and activities, as well as my testing kits,
stuffed into my little 4-wheel drive Subaru.
I really like being able to see children in their own environments. I do my evaluations in the homes of the children, or
sometimes at a Head Start center or daycare. I am used to being
sticky from messy hands, questionable carpets, and have had my
share of diapers to change. It is getting harder to get up off the
floor after a play session or evaluation, but as long as I can do it,
this is my preferred method.
A down side of working in such a rural area is that it is
difficult to find a child psychiatrist to whom to refer, and most
families must travel 2-3 hours to Albany for a developmental evaluation. I have one other preschool school psychologist locally
with whom to confer. I rely on the NASP listserv or the Early
Lacy is a school psychologist with the Children’s Corner Preschool ProgramAdirondack ARC and the
Early Childhood Intervention ProgramEssex County ARC
My primary agency has early intervention and preschool
services. I mostly do preschool evaluations, which means children ages 2 or so transitioning from early intervention up through
5 year olds transitioning to Kindergarten age services. I am also
asked to do a few early intervention evaluations each year, which
I can do as a school psychologist working for an approved agency
evaluation team. I understand some areas only use licensed psychologist to conduct early intervention evaluations, but in our area
this is rare.
In addition to home-based services, our program has 4
center-based classrooms, with a 12:1+ 1 ratio, but in actuality, we
have more like 12 special education children, 1 special education
teacher, 2 teaching assistants and several 1:1 aides. On top of that,
we host the UPK program in three school districts, which provides
our special needs children with typical peer role models.
I am fortunate to be able to spend time in each classroom,
and so can work with the staff as a regular team member, attending staff meetings, and assisting in annual review evaluations for
children with behavior issues. I consult with these teachers, as
well as with Head Start staff, other preschool teachers, daycare
providers and parents. These services are generally regarding
children for whom I provide counseling or play therapy. I used to
have a great playroom in one of our centers, but now provide most
Childhood Interest Group listserv to provide me with guidance
and to help keep me current. I also find great support from the
other therapist with whom I am fortunate to work, including
speech pathologists, OT’s and PT’s. We don’t have social workers in our agencies.
I think the most important thing I have been able to contribute to the children and families in our area is to have been
instrumental in raising awareness of autism spectrum disorders
and the educational needs of the children on this spectrum. I have
been fortunate to have been trained in ABA techniques by CARD,
Rutgers, and the May Center consultants. We now have excellent
trained teaching staff, ABA aides, and finally, a behavior consultant who has recently moved to our area.
Working for my rural agencies, I don’t get paid as much
as I would working in a school district or BOCES, or working in
a more urban area. I don’t have teachers’ retirement and have no
union. And I have to work the 6 week summer session. But, I
have been doing this for 13 years, and have been able to live well
and still love what I do. That is important.
One of the greatest perks of my job is that I also can carry
my canoe, bike or skis with me. After I finish up for the day or
during a lunch break, I can take time to enjoy the beautiful area in
which I am fortunate to live and work. Ψ
NY School Psychologist Volume XXII number How to Evaluate the Effectiveness of a School Psychologist?
Written by Mac I Barnett
In order to prove that the services that you provide as a school psychologist are worthwhile, somewhere in your professional
life you will need supportive evidence for your supervisor. This paper will attempt to provide a model for developing, collecting and
disseminating this information through a highly researched-based procedure that is practiced throughout the United States. It has been
implemented by businesses and school systems; it is considered one of the best methods for assuring success at a high quality level of
performance. It is called Total Quality Management [TQM] as envisioned by Dr. W. Edwards Deming and practiced in the school setting by Dr. John Jay Bonstingl.
This article is limited to using the principles of TQM and an Annual Performance Review [APR] and will not describe clinical supervision, university training programs, or discussion of the code of ethics as shown in the NASP publication, Effective
Supervision in School Psychology [Spring 2002]. A major premise that will be discussed is clearly stated in this book: “Listening and
responding to the consumer is the fundamental and most important principle underlying the promotion of any service” [page
209 of NASP publication]. This paper will provide one of the best methods for creating this strategy.
The major principles found in TQM as I have summarized them are: customer satisfaction; doing it right the first time; leadership from the top; staff development and training; team building experiences and group dynamics; outcome based data; continual
feedback of the service and the process; higher standards being developed; and redefining the role and functions of personnel. Specific
criteria include the following beliefs: the organization must place its primary focus on the consumers; there is continuous quality
improvement throughout the entire organizational structure; the top management people are responsible for TQM, the system needs to
change by developing different and more effective roles for the staff personnel. All of these criteria are necessary for implementing
TQM! It cannot be implemented by a piecemeal approach.
TQM “uses attributes and outcome methods to emphasize ‘quality’ results. Feedback focuses on personal qualities of the
school psychologist and work results.” [page 103 of NASP publication]. It begins by asking the following questions: Who benefits
from my services? Who are my consumers? I am proposing that my consumer is ‘anyone who receives any of my services’ and to
use that as the basis for setting goals and accumulating feedback. To be realistic, this would include the secretary in my school, the
principal, the director of educational services, all of the teachers and support staff, the parents, the students, and many more people
with whom I am involved. Therefore, I should develop goals with all these people and receive direct, quantitative documentation
regarding my progress in meeting the objectives. The feedback should be continual, quantifiable, and directly related to creating
a high quality level of services that can be openly shared with everyone.
Rather than describe each of the principles of TQM, I will show some clear, simple methods that have been used by me to
prove the worthwhileness of what I do as a school psychologist. On the following page is a letter that was constructed by parents and
me as a method for describing the level of quality that I had produced in my psychological report and in the meeting where this was
shared with the parents. It was distributed to every parent who received a psychological report from me. I am asking how worthwhile
would this information be for you and for your immediate supervisor to receive in order to prove how satisfied were your customers?
As a result of numerous individual consultation meetings that are usually between a teacher and myself, I have developed an
inservice to explain what ‘case consultation’ really is and developed with the staff an evaluation tool that is used after these meetings [Appendix B]. It helps to set the parameters of these meetings, clearly define the process, and explains my role as a consultant.
This has definitely had a positive effect with teachers so that they use my expertise more effectively. I also obtain regular feedback
throughout the year and can adjust my experiences. This was a purposeful method for clarifying my role as a professional who may
have a different perspective about a student while emphasizing the process of consultation. My time is valuable enough to have a meeting that is longer than a 30 second ‘consult’ in the hallways! [Yes, I still enjoy these hallway conversations also!]
I have also developed with school staff personnel a survey that helps delineate what additional services I can perform in
this building. This was distributed to the staff [my consumers] with the pre-approval of the school administrator as a method for placing into the proper perspective what the staff analyzed as their professional needs to help the students in their educational programs.
This was used to apportion my time in a way that helped my school principal understand what I was doing as a school psychologist!
As Joseph Zins has stated, “When school psychologists assess their functioning by documenting professional activities, fund allocation
can be justified and a need for change can be demonstrated.” [page 211 in NASP publication]. This method gives clear direction for
the school psychologist, provides a hierarchy of the preferred needs of the staff, and allows for a proactive approach toward determining how I will be held accountable by some of my consumers! I am only asking the questions: How often has this ever been done
in your school building or how worthwhile would it be to create something like this for your professional staff consumers?
NY School Psychologist Volume XXII number In my school system we also have an Annual Performance Review [APR] that has been adopted by the board of education
and the teachers’ union for the past twelve years. It involves a three year rotation for nontenured and tenured staff. [Rather than publish the exact forms that are used, I will attempt to provide you with the process that is used and, if you wish, I can be contacted by
email at [email protected] and I will send you all of the forms.] The topics on the checklist were established from a committee
of administrators, school psychologists and other school support personnel. There exists a special form/checklist developed just
for school psychologists [which is different from school social workers, speech therapists, teachers, administrators, etc.] This is used
to evaluate my performance by my immediate supervisor in one year and a self analysis by the school psychologist during the other
two years. Direct observation is part of this entire procedure with a pre and post conference of the observation. Every year also includes
a mutual goal setting conference between my immediate supervisor and the school psychologist. A self report is used to evaluate this
progress with statements made by my administrator and me at the end of the school year which summarize the objectives that were
approved earlier in the year. This entire procedure is rotated throughout every three years of employment. [Specific additional criteria
for non-tenured professionals also is included that mandate many more direct observations and that follow state regulations but will
not be discussed in this article.] This APR procedure is used by everyone in the school district!
I wrote this article to stimulate conversation about evaluating the services of a school psychologist. As you read the NASP
book, Effective Supervision in School Psychology, you will obtain many more strategies, insights, and forms that can be used. I am only
proposing one method that I believe needed further clarification, was a procedure that has been proven to be effective, and can be
implemented with the cooperation of your school community. Therefore, since you are the consumer of this article, I am asking for
feedback by emailing me [[email protected]] your opinion to the following statements by selecting a number on the continuum:
1] How worthwhile was this article toward your professional growth?
2] How much new information did you acquire?
3] What are the chances that you will use any of this?
4] How much did this stimulate your thoughts about
evaluating a school psychologist?
5] How satisfied are you with the procedures
that are used to evaluate your job performance?
not at all
1
2
3
1
2
3
1
2
3
4
4
4
5
5
5
6
6
6
7
7
7
8
8
8
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
9
fantastic
9
9
9
Works cited:
Bonstingl, John Jay.[2001] Schools of Quality. Third Edition. Corwin Press. [www.makingstandardswork.com]
Deming, W. Edwards. [1988] Out of the Crisis. Cambridge, Mass. Massachusetts Institute of Technology
Deming, W. Edwards. [1992] “Shaping America’s Future III Transcripts” Bloomington, IN. National Educational Service Foundation
Deming Electronic Network Website: www.deming.eng.clemson.edu
Harvey, Virginia Smith and Struzziero, Joan A. Editors. [Spring 2002] Effective Supervision in School Psychology. National
Association of School Psychologists [NASP]. [www.nasponline.org]
Holt, Maurice. [January 1993] “ The Educational Consequences of W. Edwards Deming” Phi Delta Kappan
North Tonawanda City School District : [2003] Board of Education Policy Manual.
Total Quality Management in Schools. [Fall 1993] Association for Supervision and Curriculum Development. Professional
Development Summer Institute Series:
Appendix:
Parent survey letter from school psychologist - Appendix A
Helpful communication feedback survey given to staff members - Appendix B
Mac is a school psychologist in the North
Tonowanda City School District and the
NYASP Secretary and
NYASPJOBS listserve moderator
NY School Psychologist Volume XXII number [Appendix A]
North Tonawanda School Psychology Department
Our MISSION is to help define and provide for the best practices of the unique needs of the students in collaboration
with the total community through intervention, evaluation, consultation and networking.
Dear Parent[s]:
Recently, as a school psychologist, I provided a service to you that involved testing your child. As a away of
improving these services to you and other parents, I need your help in telling me how well you are being served by the
North Tonawanda City School District.
Therefore, please take a few minutes to complete this questionnaire and send it back to me in the special envelope
that is enclosed. If you have any questions, please call me at 694-8055 during the regular school hours.
I thank you, in advance, for your help.
Respectfully,
Mac I. Barnett
School Psychologist
DIRECTIONS: Please circle ‘yes’ or ‘no’ for each question that best describes your opinion.
1] Did you understand what the test results showed?
2] Did it seem as though the school psychologist understood your child’s problem?
3] Did the school psychologist show a respect for your ideas?.
4] Were you given specific and helpful ideas for you and your child to perform at home?.
5] Were you given ideas as to how the school might be able to help your child?
6] If needed, would you feel comfortable in talking with thisschool psychologist again?.
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
Please write any other comments that would be helpful.
If you desire, you may choose to sign your name; otherwise this will remain anonymous.
NY School Psychologist Volume XXII number [Appendix B]
Helpful Communication Feedback Survey
DIRECTIONS: Please select the number that best describes your opinion of the job that the school psychologist performed as a consultant.
1] Effective use of our meeting time
1
Poor
2
2] Understood my feelings
1
2
3
4
5
6
7
8
9
3] Paraphrased accurately
1
2
3
4
5
6
7
8
9
4] Open to dialogue
1
2
3
4
5
6
7
8
9
5] Treated me with respect
1
2
3
4
5
6
7
8
9
6] Attempted to reach agreement
1
2
3
4
5
6
7
8
9
7] Summarized accurately
1
2
3
4
5
6
7
8
9
8] Helpful - overall rating
1
2
3
4
5
6
7
8
9
3
4
Okay
5
6
7
Fantastic
8
9
This form is also being given to many other people in an attempt to improve the role and function of the school psychologist as a consultant. Any other helpful ideas would be greatly appreciated.
You may choose to sign your name: otherwise, this will remain anonymous.
________________________________________________________________________
Please return to Mac Barnett, school psychologist, as soon as possible.
MEMBER PROFILE
FAVORITE TOOL
DAS WJIII WIAT Vineland BASC Ungame
NAME Sabrina G Columbus
CREDENTIALS/EDUCATION
MA School Psychology CAS
CURRENT POSITION
School Psychologist Glens Falls City School
DistrictMiddle/High School
BIGGEST PROFESSIONAL CHALLENGE
Finding time to accomplish all tasks (while staying in
compliance); Dealing with ED students and
ODD behaviors
NY School Psychologist Volume XXII number NASP NEWS
NYASP welcomes Lynne Thies as our new
NASP delegate
The NYASP Board thanks Jim Lennon our past NASP delegate for
his many years of involvement and input on the board
New Freedom Commission
Dear Psychologist
continued from p continued from p in the assessment of individual’s needs, as well as the development and implementation of intervention plans. The development of a license for school psychologists will insure the availability of professionals to service the needs of America’s children. A license will standardize the training of school psychologists and provide a scope of practice that outlines the roles and
responsibilities that they will play within this integrated system.
Further, a license will protect the consumers of mental health
services by defining the requirements for licensure. A state
licensing board will oversee the entire process and monitor the
quality level of these professionals.
The President’s New Freedom Commission on Mental
Health has outlined an ambitious plan to transform mental health
care in America. It will take the integration of current systems
and providers, as well as the development and expansion of professionals who are in the best position to meet individual’s
needs. Children are America’s most vulnerable population, with
a variety of mental health needs. The school psychologist is the
most highly trained, uniquely qualified professional to integrate
services and provide intervention to this special population. Ψ
psychologists have a lot to offer to the whole school, not just identified (referred) children. It’s important for psychologists to be
part of the site-based planning committee.
Ned: So you are open to the idea of shared decision-making and
you want to have a full partnership with your psychologist.
Suppose a psychologist doesn’t work for an administrator with a
democratic leadership style.
Barbara: That’s not an easy question. Well, some administrators
probably don’t fully recognize their strong desire to control everything. I trust my staff and I like to delegate. Perhaps the union
president should answer that one.
So what do you think? It may not be easy hearing both
sides. We know school psychologists assist principals in reaching
out to the community to build excellent home-school collaboration. Perhaps you already write a column in the school’s monthly
newsletter. If you don’t, we will include a sample in the next
newsletter that you can feel free to use. It is about making mistakes and acknowledging one’s imperfections. Working together,
psychologists and administrators can create systemic change.
We want to hear your stories. Please email us your good,
bad or ugly anecdotes of psychologists working with principals.
We’d love to read about what you or he/she said or wish you had
said.
Regards,
Ned & Barbara
Ned Engel, Ed.D., Ph.D., ABPP, is a professor in the new School
Psychology Program at Niagara University He serves on the
NYASP Board as the Research Chair ([email protected]).
Barbara Iannarelli, Ph.D., is the Director of the Education
Leadership Program at Niagara University ([email protected]). Ψ
NY School Psychologist Volume XXII number Chapter A Update
Written by Eban Shor
Geographically, Chapter A is the largest in NYASP. It is also among, if not the, least populated by school psychologists. Nonetheless,
on a per capita basis, our membership numbers are commensurate with most chapters across the state. By nature, this makes us a spirited and independent group. Most Chapter A school psychologists provide services on the frontier of New York, without the camaraderie and professional support of a colleague with whom to share ideas and discuss issues. Distance, weather, professional isolation
and being few in number are among the biggest obstacles this chapter needs to contend with to be a valuable resource among professionals and the community. From a different perspective, these factors support the idea that NYASP members in this chapter need to
be more active than many others just to maintain the status quo. In an appeal to other NYASP Chapter A members in Jefferson or Lewis
County, if you have any interest in becoming a Co-Chapter Representative, or Alternate Chapter Representative, please contact Eban
Shor at 353-6168, 375-8628, or e-mail me at [email protected].
During this past year, school psychologists held three meetings. The predominant theme of those meetings focused on collaborative
processes and procedures between school psychologists and services and agencies outside the school setting. Representatives from
various mental health agencies and transition agencies came to share ideas and discuss how we can and need to work together to best
serve the needs of children. In the upcoming year, meetings are slated for October, January, and April. A workshop covering the administration and interpretation of the new WISC-IV, presented by the Psychological Corporation, is currently in the planning stages for a
date later this year.
School Psychologist’s Survival Handbook – a living document – begins its evolution
In a field as fluid as school psychology it is difficult for
any published material to keep pace with best practices
legal issues and stateoftheart tricks and tools This
recent (fall ) NYASP publication is beginning to
prove its flexibility with updates available at
wwwnyasporg
Editors Ruth Steegmann and Judy Harwood continue to
combine their own knowledge and experience with that
of their colleagues – and with input from NYASP mem
bers and owners of the Handbook – to augment and
improve upon information current at the time of origi
nal publication
The Handbook’s scope is broad with theoretical infor
mation and practical examples concerning:
Background on meaning of our certification
Review of current legislative initiatives
Organizational aides
Assessment
Report writing
Prevention/intervention
Legal ethical issues
Supervision
Image issues
Continuing professional development
Resources
For more information or to order the School Psychologist’s Survival Handbook contact
Publications Chair and coeditor Ruth Steegmann: rsteeg@adelphianet
NY School Psychologist Volume XXII number The Multicultural Diversity Committee at Work
The MCDC Model Project is Presented at SUNY New Paltz
written by Annette LopezCulver
The Multicultural Diversity Committee takes on a new
initiative in response to the shortage of minority school psychologists and the over representation of minority children in special
education programs. The Committee developed a model workshop that will be reproduced by NYASP school psychologists
involved in the effort to recruit minorities to our career field.
The workshop targets Education Opportunity Program (EOP)
undergraduate students. The program is an informational seminar to increase awareness of the local, state and national need for
minority school psychologists. Students are offered shadowing,
mentoring, hands on experience and resources.
SUNY New Paltz students were the first recipients of
this model workshop. Rendeshia Scott, EOP academic advisor,
coordinator and advisor of the National Honor Society Chi
Alpha Epsilon collaborated with this committee to make this
workshop a success. In addition, two participants from the
workshop were sponsored to attend the NYASP annual conference. Lisa Chase, director of the EOP program, graciously
joined our effort and sponsored the student’s overnight lodging
at the Desmond Hotel in Albany. NYASP sought to to provide
the students with a real experience of our networking and professional development. Dabby Barberena and Sharrell Cruz were
the first two recipients of what we hope will be an annual scholarship to our conference. Dabby and Sharrell are seniors, both
from New York City, members of the National Honor Society
Chi Alpha Epsilon and are actively involved in social and community activities at SUNY New Paltz. What follows is an interview conducted with the students at the conference.
How and when did you learn of School Psychology as a
career choice?
Dabby: At the New Paltz workshop.
Sharrell: It was in my sophomore year, a representative from
SUNY Plattsburgh did a presentation on school psychology. I
did not hear about this career field again, however, I did hear
about clinical and social psychology.
Do you plan on pursuing a graduate degree in school psychology?
Dabby: Yes. I am not sure of where, although I am leaning
toward Marist College.
Sharrell: This conference inspired me. I learned how school
psychologists work with children and learned how they are
involved in counseling and not limited to testing.
NY School Psychologist Volume XXII number How has your experience as a participant at the annual conference shaped your decision?
Dabby: The workshop on bullying removed the negative connotation of being a school psychologist. School psychologists
are seen as an important part of the school. It shows that people
care about what they do, care about children, and are willing to
better themselves to be better at helping others.
Sharrell: I learned a lot about the career of a school psychologist. I networked with people in the field. Many work at universities, which gave me a perspective into their programs. Prior
to this I thought all programs were the same. It seems that
school psychology programs offer different aspects, emphasis
and placements.
What previous experiences do you have that will enhance
your role as a school psychologist?
Dabby: As a person of color I feel a passion to help minority
children. I didn’t have the privilege of having an educator who
understood and knew my culture. I struggled with a second language (English) and there was no assistance available to me.
This experience will enable me to help children who are underserved.
Sharrell: I am the first-born child in my family. I have taken
on the role of being a positive role model for my siblings. This
experience has given me leadership skills, which I use in the
numerous campus organizations I belong to. I have an obligation to share my culturally enriched heritage with others. I am
proud of my background and I want to be a leader that will give
back to children of all races.
What are your recommendations for recruiting minorities to
the field of school psychology?
Dabby: Publicity. There is a need to know about this career
field. Also there is a need to offset negative connotations, which
are that school psychologist do nothing but test. This can be
accomplished through psychology departments.
Sharrell: Conduct one workshop each semester. Outreach to
all majors and start with the freshmen class. Distribute pamphlets to attendees. Use a student as a liaison between NYASP
and New Paltz. Duties of Residence Assistants will help promote the program because they have access to a wide student
body.
Annette Lopez-Culver is the NYASP Multicultural/Diversity
Issues Chairperson.
Save the Date!
October Adams Mark Hotel Buffalo NY
NY School Psychologist Volume XXII number President’s Message
Conference Sharing Agreement
continued from p continued from p were their tightly-woven communities, their shared African heritage, and their deeply rooted religious beliefs. These strengths
have led to the success of community cooperatives, such as those
launched by Haiti Outreach, the organization which sponsored
our trip. This organization provides development services, such
as building schools and installing water systems, through cooperatives where families contribute their labor in exchange for
opportunities to send their children to school. I also believe in the
power of consultation to bring about change in the way teachers
view their pupils. I see the potential for Haitian teachers and
clergy to learn to recognize signs of mental health and learning
problems among their pupils and to institute programs of basic
interventions, such as sharing feelings, and creating family and
neighborhood systems of support. Lastly, I have learned that collaborative projects where resources are shared can lead to
enhanced outcomes for all participants. The teens and adults
from my community came back home with a greater understanding of affluence and poverty, and with a commitment to world
service and sharing resources. This has led to a community project to sponsor scholarships for Haitian children. With a $50
donation funding a year’s scholarship, these teens are using savings from babysitting, lawnmowing, and fast food jobs to educate their peers in Haiti. This has created powerful feelings of
connection and global awareness in our community.
So the next time I am tempted to lament about the complications of our educational system, I can pause to recall my
experiences in a nation without schooling, and be grateful for the
opportunities New York’s children and educators take for granted. I also am grateful for the opportunity to think about children’s
needs from a vastly different perspective. If you would like to
learn more about Haiti or about educating for global awareness,
I recommend the following resources:
Discounts: For each continuing education event the event hosting
association will extend the same discount given its own members
to those of other participating states. This probably provides the
greatest parity as it is recognized that some associations give a discount equivalent to their membership fee, while the discounts of
other associations may be much lower, just as the fees charged may
vary considerably both across states and across events. It is recommended that event brochures/registration forms and electronic
adds/messages provide information about applicable discounts, and
require the individual to indicate membership status. Routinely
checking membership status with the proprietary association may
result in a burden on that association if it requires sending out multiple membership lists, although this could be somewhat easier if
the lists can be sent as email attachments. As this agreement is
implemented the participating associations will have to determine
whether such checking is necessary, and if so which methods are
most efficient.
Arthur, C. (2002) Haiti: A guide to the people, politics, and culture. New York: Interlink Books.
Menzel, P. (1994). Material world: A global family portrait. San
Franscisco: Sierra Club Books.
Changes to this Document: While it is important that the state
associations all agree to the same thing, this is not meant to be a
static document. As this agreement is implemented the participating associations may determine that parts of it should be revised or
additional elements should be added. If, after group discussion, it
is determined that such changes should be brought to a vote, they
may be approved by a two-thirds majority of the participating associations. For this purpose each association will have one vote that
is cast by the president or president’s designee. For ease of operation this process may be done via email or telephone.
Moderator: The coordination of this agreement requires some
individual to maintain a list of participating associations, compile
and disseminate conference information, or facilitate discussion
and coordinate a vote for any document changes. While the
Moderator may assist in negotiations between associations, there
are no enforcement powers associated with this role. For the current time the president of the Massachusetts Association or that
president’s designee will perform this task. However, the participating associations may wish to rotate this responsibility in a manner and on a schedule yet to be determined. Ψ
Citizenship Education: The Global Dimension.
http://www.citizenshipglobal.org.uk/primary.html
Educators for Social Responsibility.
http://www.esrnational.org/sp/we/world.htm
Global Footprints.
http://www.globalfootprints.org/home/index.htm
Save the Children. http://www.savethechildren.org.uk/education/index.html Ψ
NY School Psychologist Volume XXII number Fun in the Sun at the Board Meeting in Buffalo
January Board members in search of a
luau sporting accessories cour
tesy of Tom Kulaga and John
Kelly
Treasurer Mistie Eltrich and
Publications Chair Ruth
Steegmann collaborate at the
board meeting
Secretary Mac Barnett works
diligently despite a tiki’s attempt
to close his laptop
NY School Psychologist Volume XXII number UB Portfolio Assessment
UB Practicum & Internship Activities
continued from p continued from p product. An Unsatisfactory portfolio is characterized by submissions that are of poor quality or incomplete. The reflections are
vague and fail to clearly relate the intended standard to the submissions.
Reviewers will determine the status of the candidate’s
portfolio by making one of three recommendations:
-Pass (acceptable rating in each of the standards)
-Pass with Revision (student is required to submit further evidence to his/her advisor in areas which were assessed as not meeting the criteria of Pass).
-Failure (student has received more than two Unsatisfactory ratings throughout the entire portfolio). Students who receive a rating of Failure must reapply for the portfolio evaluation and revise
the portfolio by submitting additional evidence for meeting each
of the standards rated as Unsatisfactory.
A detailed list of activities was generated, which
practicum and internship supervisors can reference. These were
designed to ensure that students gain exposure and experience in
all of the NASP Domains. This was distributed to supervisors
attending a lunch and informational meeting at UB on October
10, 2003, and was also given to those who were unable to attend
when the Clinical Coordinator in the Program made site visits.
grams are being evaluated
-Provide opportunity for student to develop measure of effectiveness for an intervention program in which he / she has participated.
Domain 10 School Psychology Practice and Development
-Student should have access to manuals of ethics and professional
practices of NASP, NYASP, APA.
-Provide student with district employees’ handbook. Review policies of district with regard to issues of ethics, boundaries, etc.
Integrate discussion of best practice, ethical issues in supervision
sessions as they relate to assessments, interpretations, recommendations, interventions, program planning.
-Student should be assigned responsibilities and tasks appropriate
to level of training. When practicum or internship supervisor
instructs student in new procedures or skills, student should be
directly supervised until successfully demonstrating competency.
-Student should be encouraged to become a member of local, state
and national professional organizations and be given district support for attendance at meetings, conferences, in-service training.
Domain 11 Information Technology
-Provide student with access to computer for word processing, eReferences:
mail, internet.
-Provide opportunity for student to access technical assistance
National Association of School Psychologists: School when necessary.
Psychology: A Blueprint for Training and Practice II, 1997
-Provide opportunity for student to attend in-service training in
technological applications when offered by the district.
School Psychology Training Program, University at Buffalo, -Encourage awareness and critical review of software applications
description of Program Portfolio, 2003 Ψ
(i.e. scoring systems, report writers etc.).
-Make student aware of availability of assistive technology assessment services available for children in the district.
-Provide opportunity for student to observe child using assistive
technology.
-Provide opportunity for student to observe applications of assistive devices Ψ.
NY School Psychologist Volume XXII number CHAPTER REPS
B
C
D
G
E
I
F
J
K L
C
hapter representatives are elected officials that,
with the executive committee, comprise the
voting members of the NYASP board.
Chapter reps serve for a two-year term and attend
three to four meetings per year. Alternates for each
chapter are selected by the chapter representative
and appointed by the president. They attend meetings and arrange chapter functions when the elected
representative is not available. Chapter reps are
encouraged to hold regional meetings to forward the
practice of school psychology.
Any member who is interested in service as a chapter
representative should contact
Robin Raphael, President-Elect
O
[email protected]
85 Foxcroft Ln.
Williamsville NY 14221
716-632-1755 h
716-250-1457 w
for information and assistance. Ψ
A Jefferson Lewis & St Lawrence
EBAN SHOR • [email protected]
1 Pt Comfort Rd, Morristown NY 13664
315-375-8628 h
(A Alternate OPEN)
E Cayuga Cortland Madison Oneida
Onondaga & Oswego
SUSAN MARKEL • [email protected]
190 Robineau Rd, Syracuse NY 13207
315-422-3585 h / 315-488-5422 w
Alt: MARY GORTON
B Clinton Essex & Franklin
MARIAN DESNYDER • [email protected]
27 Trafalgar Dr, Plattsburg, NY 12901
518-562-0875 h / 518-565-5800x5734 w
F Fulton Hamilton Herkimer Montgomery
Saratoga Warren & Washington
Alt: LACY REZEK • [email protected]
16 Pine St, Saranac Lake NY 12983
518-891-2548 h / 518-359-7518 x108 w
G Allegany Cattaraugus & Chautauqua
C Erie Genessee Niagara Orleans &
Wyoming
MARK MECCA • [email protected]
24A Foxberry Dr S, Getzville NY 14086
716-689-7857 h / 716-937-9116 x4237 w
Alt: RUTH STEEGMANN • [email protected]
5218 Pendale Ct, N Tonawanda NY 14120
716-694-0719 h / 716-645-2484 x1063 w
D Monroe Ontario Seneca & Wayne
BETH CURTIS • [email protected]
16 Carter Dr, Hilton NY 14468
585-392-0384 h / 585-225-3030 w
GINNY LAZZARA • [email protected]
SHARON DANNA • [email protected]
5225 Oakridge Dr, Hamburg NY 14075
716-646-6536 h / 716-676-8000 x2106 w
Alt: KEVIN EAGAN
6066 Somerville Valley Rd, Ellicottville NY 14731
716-699-5381 h / 716-699-2318 w
H Chemung Livingston Schuyler Steuben &
Yates
TIM INGALLS • [email protected]
6565 Beecher Dr, Hornell NY 14843
607-324-6004 h / 607-324-3703 w
AND NANCY FOREMAN • [email protected]
113 Genesee St, Hornell NY 14843
607-324-7834 h / 607-324-3703 w
Alt: ANNA HOIER • [email protected]
4828 Lakeville Rd, PO Box 356
Geneseo NY 14454
585-243-9341 h / 585-243-2394 w
NY School Psychologist Volume XXII number CHAPTER REPS
“Chapter representatives serve to communicate the needs and interests
of their chapter members and to advocate best practices strategies in their geographical region”
(NYASP Operations Handbook )
I Broome Chenango Delaware Otsego
Tioga & Tompkins
MAGGIE NUGENT • [email protected]
809 Elliot St, Endicott NY 13760-2101
607-748-6232 h / 607-648-7589 w
N Manhattan
ROBERT EVANS • [email protected]
620 W 171st St #3E, New York NY 10032
212-781-2758 h / 212-281-9625 w
(N2 Alternate OPEN)
Alt: LINDA LOGALLO • [email protected]
8 Whiting Way, Conklin, NY 13748
607-775-1634 h / 607-655-8247 w
J Albany Columbia Schenectady Schoharie
& Rensselaer
AUDREY DOUGLAS • [email protected]
844 Mercer St, Albany NY 12208
518-482-8734 h / 518-966-5070 x322 w
AND KIRSTEN EIDLE-BARKMAN
[email protected]
20 Fairlawn Ave, Albany NY 12203
518-453-1243 h / 518-869-0293 w
K Dutchess Greene Orange Sullivan &
Ulster
JOHN PISACANO • [email protected]
826 Oak Ridge Rd, Ellenville, NY 12428
845-532-7374 h / 845-292-7900x131 w
N Queens
RICHARD GAMES • [email protected]
47-14 217 St Apt 2D, Bayside NY 11361
718-225-3231 h / 718-628-1083 x248 w
(N3 Alternate OPEN)
N
Brooklyn
DAVID BORG • [email protected]
355 Cumberland St #3, Brooklyn, NY 11238
718-636-9539 h / 212-947-7111 x115 w
(N4 Alternate OPEN)
N Staten Island
DOMINICK BORTONE • [email protected]
63-18 75th Pl, Middle Village NY 11379
718-894-5478 h / 718-720-8260 w
Alt: JEFF FRIEDMAN • [email protected]
3 Janice Dr, Highland Mills, NY 10930
845-928-6180 h / 845-782-8139 w
L Putnam Rockland & Westchester
JEANNE GOLD • [email protected]
21 Shaw Ln, Irvington NY 10533
914-591-8634 h / 914-248-2382 w
(N5 Alternate OPEN)
O Nassau
CHERYL MENDELSOHN • [email protected]
59 Eastwood Ave, Deerpark, NY 11729
631-243-0349 h / 631-243-0349 w
(O Alternate OPEN)
Alt: KRISTIN PARKER • [email protected]
70 Barker St #509, Mt. Kisko, NY 10549
914-241-8662 h
N Bronx
ELZBIETA BLACK • [email protected]
5414 Arlington Ave Apt J31, Bronx NY 10471
718-549-2714 h / 718-584-4324 w /
718-584-5807 w
(N1 Alternate OPEN)
P Suffolk
JOHN KELLY • [email protected]
65 Middle Rd, Blue Point, NY 11715
631-912-2122
(P Alternate OPEN)
Student Reps
STEPHANIE CHEZAR METZGER • [email protected]
37 Woodmere Blvd #4E, Woodmere, NY 11598
516-569-8499 h
NY School Psychologist Volume XXII number NYASP EXECUTIVE BOARD DIRECTORY
Executive Committee (
)
Nancy Evangelista
Robin Raphael
PastPresident
Tom Kulaga
[email protected]
85 Foxcroft Ln, Williamsville NY 14221
716-632-1755 h / 716-250-1457 w
kulaga @earthlink.net
383 Milton Tpke, Milton NY 12547-5246
845/795-5844 h / 845/236-5830 w
Treasurer
TreasurerElect
Fiscal Advisor
President
[email protected]
31 Pine HIll Dr, Alfred NY 14802
607-587-9533 h / 607-871-2649 w
PresidentElect
Mistie Eltrich
Eban Shor
Marlene Anderson-Butler
[email protected]
21 Roaring Brook Rd, Chappaqua, NY 10514
212-924-5960 x232 w / 212-831-3667 x29 w
[email protected]
1 Pt Comfort Rd, Morristown NY 13664
315-375-8628 h
[email protected]
263 Potter Hill Rd, Saugerties NY 12477
845-383-3857 h / 845-339-8722
Secretary
Newsletter Editor
NASP Delegate
Mac Barnett
[email protected]
720 Sara Ct, Lewiston NY 14092-1153
716-754-2406 h / 716-807-3855 w
Committee Chairpersons
Awards
Judy Harwood
[email protected]
24 Parkview Ct, Lancaster NY 14086
716-684-1097 h
Kelly Caci
[email protected]
[email protected]
499 Lake Rd, New Windsor NY 12553
845-567-4815 h / 845-563-3700
Multicultural/Diversity Issues
[email protected]
3530 Henry Hudson Pkwy 8A
Riverdale NY 10463
718-548-2366 h / 914-576-4415 W
[email protected]
309 Ridgeview Rd, Kerhonkson, NY 12446
845-626-3120 h/ 845-482-5936 w
Merryl Bushansky
Dominick Bortone
Children’s Issues
Chapter K Rep
Legislative
Conference [email protected]
41 Shore Park Rd, Great Neck NY 11023
516-466-5477 h / 516-379-3394 w
Audrey Douglas
Chapter J Rep
Kirsten Eidle-Barkman
[email protected]
41 Shore Park Rd, Great Neck NY 11023
516-466-5477 h / 516-379-3394 w
Ethics & Professional Practices
Chapter N5 Rep
John Pisacano
Lynne Thies
Lynne Thies
Annette Lopez-Culver
Kimya Ligon
[email protected]
139 Woodlawn Ave, Albany, NY 12208
518-489-4247
Preschool
Lacy Rezek
Chapter B Alt
John Kelly
Public Relations
Listserves
Chapter P Rep
Susan Hildebrandt
Kelly Caci
Conference Newsletter Editor
[email protected]
23 Sierra St, Glens Falls NY 12801
518-761-0703 h
Chapter G Rep
John Kelly
Publications
Chapter J Rep
Sharon Danna
Chapter P Rep
Chapter C Rep
Membership
Dorothy Klink
Job Information Network
Mac Barnett
Secretary
Continuing Professional
Development
Kathy Peterson
[email protected]
299 S Grove St, East Aurora NY 14052
716-652-9547 h / 716-250-1529 w
Ruth Steegmann
Chapter C Alt
Mark Mecca
[email protected]
42 Vita Ave, Cheektowaga NY 14227
716-681-5628 h / 716-209-6314 w
Membership Recruitment
Nancy Foreman
Chapter H Rep
Susan Markel
Research
Ned Engel
[email protected]
171 Highland Rd, Cold Spring NY 10516
845-265-2795 h / 914-941-8301 x316 w
Web Site
Tom Kulaga
Past-President
Chapter E Rep
Liaisons & Affiliates
Archivist
ISPA Liaison
Patricia Collins-Martin
Chapter I Rep
[email protected]
6 Stanford Pl, Binghamton NY 13905
607-770-1995 h / 607-786-8271 w
Maggie Nugent
SPECNYS to NYASP
Nancy Evangelista
President
NYASP to NYSCEA
Susan Hildebrandt
Public Relations
NY School Psychologist Volume XXII number New York Association of School Psychologists
Membership Application
First Name ________________________________________
Last Name ________________________________________
Address ________________________________________
__ Certified as a school psychologist in New York
__ Provisional Certification
__ Permanent Certification
Certificate _________________________Date:_____________
City State Zip ________________________________________
County ________________________________________
Home Phone ________________________________________
Work Phone ________________________________________
Email Address ________________________________________
Present
Employer _______________________________________
Job Title _______________________________________
__ Nationally certified (hold the NCSP credential)
NCSP ________________________________________________
__ Licensed as a psychologist in New York
License ________________________________________
Degrees held & years obtained
_________________________________________________
_________________________________________________
___ PartTime Private Practice
___ Full Time Private Practice
_________________________________________________
_________________________________________________
_________________________________________________
___ Currently functioning as a school psychologist
___ Primarily engaged in the training of school psychologists
at a college or university
___ Trained as a school psychologist but currently functioning
as a supervisor of psychological services
___ Trained as a school psychologist but currently functioning
in another position
Years of experience in the field Professional Affiliations
NASP _____________________APA___________________
NYSPA____________________NYSUT ________________
Other(s): ________________________________________
___ Student enrolled in a school psychology training program
___ Regular

___ Retired

___ Student

___ Common
Address 
(two members at same address)
Applicant’s Signature __________________________________________________________Date ________________________
Indicates agreement to abide by the ethics and standards of NYASP
Note: please verify your professional status by enclosing a copy of your state certification
Student membership requires supervisor’s signature and program information below
Signature of Advisor or Supervisor ______________________________________________Date ________________________
Program / Employer Name and Location______________________________________________________________________
MAIL TO: NYASP Membership • PO Box • Hornell NY • WE’RE ON THE WEB!
NEWSLETTER STAFF
Editor
Kelly Caci
[email protected]
Review Editor
Mark Mecca
Publications Chair Ruth Steegmann
Staff
www.nyasp.org
Check It Out
Ned Engel
Jeff Friedman
Kristin Parker
Valerie Schott
Peter Faustino
Tom Kulaga
Steve Rappleyea
New York School Psychologist is published four times per year by
the New York Association of School Psychologists for its members.
Views expressed in the magazine do not necessarily reflect the position of NYASP’s Executive Board. Editorial policy: All articles and
reports of factual information may be edited to conform to space and
format specifications and to improve clarity, with permission of writers. Expressions of opinion as in editorials and letters to the editor
may be edited only with the writer’s consent. All writers will be
given credit via byline. Material used with permission from other
sources will identify and credit the source. Submission guidelines:
Preferred document size is approximately 750 words (review) or
1500 words (article). Submissions are accepted via email attachment
or on 3 1/2” disk with revisions and corrections already made.
Photos, cartoons, and drawings should be submitted as a .tiff file
when possible. We will make every attempt to return hard copy submissions of art and photography.
REPRINT AUTHORIZATION: Editors of state school psychology
association newsletters, NASP publications and other psychology
organization newsletters are authorized to reproduce only uncopyrighted articles in the NYASP newsletter provided the author and
newsletter are credited. State editors please note: If you modify or
condense a reprinted article, please note that to your readers.
Permission to reprint copyrighted articles must be obtained directly
from the copyright holder.
New York
SCHOOL PSYCHOLOGIST
NEW YORK ASSOCIATION OF
SCHOOL PSYCHOLOGISTS
PO Box 178
Hornell, NY 14843
Non-Profit Organization
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PAID
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