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PURPOSE AND OBJECTIVES OF INTERNSHIP
The purpose of the School Psychology Internship is to provide students with an opportunity to demonstrate, under conditions of appropriate supervision, their ability to apply their knowledge, to develop specific skills needed for effective psychological service delivery, and to integrate competencies that address the goals and objectives of the program. These goals are as follows:
The overall goal of the program is to educate beginning level school psychologists who can promote the cognitive, behavioral, and social-emotional growth and development of children, youth and families from diverse linguistic, cultural or racial backgrounds. Specifically, we prepare scientist/practitioners who:
- Goal 1: Use knowledge of (a) measurement and psychological and educational assessment to identify strengths and needs, develop effective services and programs, and measure progress and outcomes; (b) evidence-based practices and strategies to develop, implement, and evaluate effective services for children and adolescents;
- Goal 2: Use knowledge of varied methods of consultation, collaboration, and communication with teachers, families, and other professionals for designing, implementing, and evaluating services and programs;
- Goal 3: Demonstrate an understanding of individual and cultural differences and provide services that promote effective functioning for individuals, families, and schools with diverse characteristics and across multiple contexts;
- Goal 4: Demonstrate a sound theoretical foundation in psychological science and a basic understanding of measurement, statistics, and research design; and evaluate and apply psychological and educational research as a foundation for service delivery;
- Goal 5: Provide services consistent with ethical, legal, and professional standards and demonstrate characteristics related to professional identity and effective practice as school psychologists.
The training component for the Teachers College Internship includes, but is not limited to, experiences in psycho-educational assessment, school consultation, operant and cognitive behavioral intervention, supportive individual and group counseling, in-service presentations, and continuing education activities. The Internship may encompass direct and indirect service delivery as well as research and evaluation. Interns are expected to accept responsibility for major professional functions in the context of appropriate supervisory support both on site and at Teachers College.