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Professional Preparation Programs. Program for the Pupil Personnel Services Credential with the Advanced Specialization in School Psychology   

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(a) In addition to the knowledge requirements contained in Section 80632.1, the following specialized skills and knowledge shall be required by all persons seeking a Pupil Personnel Services Credential with the Advanced Specialization in School Psychology.

(1) FACILITATING INDIVIDUAL DEVELOPMENT, to include:

(A) Knowledge, including:

Advanced knowledge of human learning, human exceptionalities, cognitive, affective and biological bases of behavior, and development psychology, including those areas germane to pupils with special as well as regular educational needs.

(B) Skills, including:

Defining and clarifying children's school problems using psychological theories in working with parents and school personnel.

(2) INDIVIDUAL HUMAN ASSESSMENT, to include:

(A) Knowledge, including:

1. Psychometric knowledge underlying the selection, administration and interpretation of educational and psychological assessment procedures.

2. Influence of culture, ethnicity, sex and language proficiency on children's test performance.

3. Advanced assessment strategies and knowledge of individual differences necessary to evaluate a pupil's: 1) functional ability level, 2) school adjustment, 3) achievement, 4) language, 5) perceptual-motor development, 6) adaptive behavior, 7) social development, and 8) emotional development.

(B) Skills, including:

1. Selecting, administering, scoring, interpreting, integrating with other data and reports the results of psychological and educational tests and measures to parents, professionals and others with a legitimate interest in the child.

2. Conducting interviews, observations and behavioral assessments with preschool and school-aged children and adults.

3. Performing assessment studies for possible placement of pupils in special education programs.

4. Performing differential diagnosis of handicapping conditions, including but not limited to, learning disabilities, mental retardations, giftedness and severe emotional disturbance.

5. Performing assessment procedures in conjunction with an interpreter when working with limited-English speaking pupils.

(3) INDIVIDUAL INTERVENTION, to include:

(A) Knowledge, including:

1. Individual development, cognitive and behavioral change from the perspective of psychological theory.

2. The education of regular pupils and techniques of promoting individual development in the classroom.

3. Methods and theories for the modification of individual programs and educational environments.

4. Education of exceptional learners including instructional and remedial techniques.

(B) Skills, including:

1. Recommending pupil placements and individual educational plans based on individual pupil educational considerations, as well as classroom management needs, including pupils with special as well as regular educational needs.

2. Applying psychological methods to increase pupil school performance (methods such as life space interviewing, client-centered consultation, home school contracting, behavior management, self-instruction, reinforcement management strategies).

3. Supporting within the school nonschool community-based therapeutic and remedial efforts.

4. Responding to children's needs through psychological counseling and by creating new educational plans.

(4) EVALUATION, to include:

(A) Knowledge, including:

1. Advanced and specialized procedures used to evaluate pupil progress in educational programs and continued eligibility in educational programs.

2. Statistical methods used to evaluate cognitive and behavioral change over time.

(B) Skills, including:

Evaluating the effectiveness of earlier decisions by school authorities and parents regarding elements of the pupil's educational programs.

(5) CONSULTATION, to include:

(A) Knowledge, including:

1. School psychologists' role in the staff development of teachers and others including the parents of children with special as well as regular educational needs.

2. Theories of institutional and organizational change from a psychological perspective.

3. Consultation with school personnel on a variety of psychological principles relating to classroom climate, instructional programs, individual needs of particular children and youth, particularly with references to pupils' special needs.

(B) Skills, including:

1. Using a variety of consultation techniques with school personnel, as well as evaluate the effects of consultative interactions.

2. Planning, conducting and evaluating inservice training programs for school personnel, including programs for teachers of pupils with special as well as regular educational needs.

3. Functioning as a professional school psychologist on an interdisciplinary team involved in evaluation/assessment/diagnostic service delivery.

4. Planning group educational experiences for pupils aimed at improving social and emotional development and functioning.

5. Planning, conducting and evaluating parent education programs, especially programs in child-rearing and discipline.

(6) GROUP ASSESSMENT, to include:

(A) Knowledge, including:

1. Screening and preassessment procedures.

2. Advanced and specialized knowledge of group tests and measures.

3. Procedures to evaluate the social system's needs.

(B) Skills, including:

1. Developing, carrying out screening and identification programs for children and young adults for special education programs.

2. Developing, conducting and coordinating districtwide or schoolwide group assessment programs.

(7) PROGRAM EVALUATION, to include:

(A) Knowledge, including:

Advanced and specialized program evaluation theories and techniques.

(B) Skills, including:

1. Applying designs and methods to evaluate educational programs designed to meet pupil's special as well as regular educational needs.

2. Applying designs and methods to evaluate educational programs designed to meet the needs of pupils or educators.

(8) LEGAL ASPECTS, to include:

(A) Knowledge, including:

1. California Education Code provisions and federal legislation, related to special education funding and program requirements.

2. Advanced and specific knowledge of case law, related to programs of regular and special education and parents' and childrens' rights.

(B) Skills, including:

Evaluating school district procedures to assure compliance with State Education Code, federal regulations and case law related to regular and special education programs.

(9) COMMUNITY RESOURCES, to include:

(A) Knowledge, including:

1. Community agencies and resources available to help children, particularly those children with exceptional needs.

2. Making referrals for assistance to non-school personnel.

(B) Skills, including:

1. Acting as liaison to community agencies providing services to pupils, particularly pupils with exceptional needs.

2. Identifying within the schools those pupils who need referral to medical, psychiatric or other health care providers and making such referrals.

(10) RESEARCH, to include:

(A) Knowledge, including:

Research method and designs, particularly those used to study pupils with special as well as regular educational needs and to discover ways to prevent failure in school.

(B) Skills, including:

(i) Collecting, organizing and providing information to school personnel and parents from psychological research findings.

(ii) Conceptualizing, designing, implementing and sharing the results of school related research.

(11) PROFESSIONAL ETHICS, to include:

(A) Knowledge, including:

(i) Official statements of the Code of Ethics of the American Psychological Association, the National Association of School Psychologists and the California Association of School Psychologists.

(ii) The principles of professional organizations for delivery of school psychological services.

(B) Skills, including:

(i) Applying ethical principles in the practice of school psychology.

(ii) Interpreting and applying professional standards of psychological service delivery.

(iii) Performing self-assessment to identify personal needs for continuing education in school psychology.

(12) SUPERVISION, to include:

(A) Knowledge, including:

(i) Principles of supervision.

(ii) Appropriate patterns of supervision, supervisor-staff relations, scheduling patterns, and the models for supervisory relationships in a service delivery system.

(B) Skills, including:

Supervising psychological examiners, paraprofessionals and others providing school psychological services who are not fully credentialed school psychologists.

(b) Field practice shall be required of all candidates.

(1) Field practice shall be in the knowledges and skills provided in subdivisions (a)(1) through (12) of this section.

(2) Field practice shall be at least five-hundred forty (540) clock hours in duration, of which a minimum of three-hundred eighty (380) clock hours shall be in a school setting, in direct contact with pupils assigned to the credential candidate by the college/university instructor and field supervisor.

(3) Field practice by credential candidates shall be under the supervision of an experienced practitioner (who holds a Pupil Personnel Services credential) approved jointly by the college/university and the school district administration.

(4) The field practice assignment shall be provided in at least two of three settings (elementary school, middle school and/or high school) and shall include a minimum of 100 clock hours at each setting.

(5) At least one-hundred (100) clock hours of field practice shall be with at least ten pupils (individually and/or in a group) of a racial/ethnic background different from that of the credential candidate.

Authority cited:

Education Code 44225(b)(4)

Education Code 44225(q)

Reference:

Education Code 44227

Education Code 44266

(Amended by Register 2003, No. 23)