Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.


Brooklyn College Library

SPCL 7931T Practicum in School Psychology: Readings and Assignments

Open Educational Resource

Readings

Remember this course is a zero cost/open educational resources course.  That means there is no textbook students need to purchase. All materials are available freely to students.

remote access login required. Items with this icon are Brooklyn College Library Items. To access them off-campus you will need to login in. Instructions on logging in.

red lock needs prof password to open. Items with this icon require a password provided to you by your professor. These include the online assessment links and the print syllabus.


Introduction to School Psychology Practicum

Prevention and Crisis Intervention Texts

Select readings from Brock, S. E., Nickerson, A. B., Reeves, M. A. L., Connolly, C. N., Jimerson, S. R., Pesce, R. C., & Lazzaro, B. R. (2016). School Crisis Prevention and Intervention: The PREPaRE Model. Second Ed. NASP: Bethesda, MD.

Additional articles will be assigned and posted on Blackboard

Course Calendar

  1. Topic: Introduction: orientation to practicum
    • Assignment: Practicum manual
  2. Topic: Tutorial with Jennifer Millan; Intro to field of school psychology; Race: Power of an Illusion series;
    • Assignment: Knoff Article; Race: Episode 1
  3. Topic: Appropriate activities for practicum students
    • Assignment: Race: Episode 2
  4. Topic: Understanding schools as systems; Interviewing school staff; Classroom observations
    • Assignment: Practicum Plan due; Race: Episode 3
  5. Topic: Working with culturally diverse children & families; School crisis prevention and intervention
    • Assignment: School Colors Episode 1
  6. Topic: Internship in School Psychology: Organizational session
  7. Topic: Prevention and preparedness models; Ensuring physical safety
    • Assignment: School Colors Episode 2
  8. Topic: Ensuring psychological safety
    • Assignment: Logs/Journals Due; School Colors Episode 3
  9. Topic: School safety teams
    • Assignment: School Colors Episode 4
  10. Topic: School safety planning and training
    • Assignment: School Colors Episode
  11. Topic: School crisis response teams
    • Assignment: School Colors Episode 6
  12. Topic: Basic emergency operations plan
    • Assignment: School Colors Episode 7
  13. Topic: Preparation for threats and hazards
    • Assignment: School Colors Episode 8
  14. Topic: Preventing psychological trauma
    • Assignment: Prevention and Crisis Response Plan Review due
  15. Topic: Wrap-up meeting; summarize experiences
    • Assignment: Logs, Journals & Evaluation due

Assignments

  1. Activity chart: Activities that occurred during your practicum experience, identified by date, site, and activity. After the chart entries you will write your journal entry. Keep copies for your own records. Activity chart and timesheets should accurately account for your activities at your site, and your timesheets will be electronically signed by your supervisor attesting to your hours

  2. Journal entries: While the activity chart and logs simply detail hours and activities, your journal will allow you to go into more detail describing your activities, thoughts and reactions to those activities. The first objective for keeping a journal is to provide evidence of the depth and breadth of the practicum experience. The second objective is critical self-reflection. Thus, in addition to providing a record of daily activities, the journal should contain reflections on practice, including development of skills, knowledge and attitudes, integration of theory and practice, connection to your readings, and analysis of the practicum experience. Thirdly, students should also think about experiences in terms of alternative behaviors and what further knowledge, skills, and dispositions are necessary for practice that is more effective. Build time into your daily activities so that entries are made each day of practicum. Journal entries should be typed after the activity chart so that your practicum experiences are clearly delineated.

  3. Practicum timesheet: This is a comprehensive online spreadsheet that details your hours engaged in a variety of practicum-related activities. Instructions for completing the timesheet will be given in class by the clinical coordinator and course instructor. It is important to save your work, as it is stored online. Your supervisor must sign off on your hours at the end of the semester to approve them. There is a copy of the time sheet in Excel format in Blackboard; it is recommended that you download this and maintain a personal record of your entries just in case your record online is lost.

  4. Practicum plan: You will complete a plan at the beginning of the practicum experience detailing your expected practicum activities. These will be organized into the NASP domains of training, and you should strive to create at least one activity per domain. As the semester progresses, you can add any new experiences to the plan in the appropriate domain(s). Plans are signed by your supervisor and submitted. Keep a copy for yourself to track your activities over the semester.

  5. Supervisor evaluation: Your field supervisor will complete an evaluation of your activities, performance, and professional development during field work. Supervisors are encouraged to discuss their evaluation with you. Their rating form is completed online, and they will receive instructions for how to do so. Be sure to check-in with your supervisor to ensure they completed your evaluation and submitted it properly.

  6. Class participation: This is defined by on-time arrival and active participation in class discussion. This is a seminar class, which means that instructor-moderated conversations will develop in which it is important to hear from you on a point of view that may differ from your peers. It is also important to provide feedback to your peers on alternative strategies and/or suggestions for situations and problems encountered at their sites.

  7. Prevention and Crisis Response Plan Review: You will critically review your site’s prevention and crisis intervention plan using the readings, other scholarly sources, and class discussions to guide your critique. If your site does not have a plan, please use a peer’s but conduct your own separate analysis. Write up your critique indicating what works well and what is lacking, outdated, or incomplete. Be sure to focus your critique on prevention as well as crisis intervention. Your write-up should be at least 3-5 double spaced pages and include your references. Be prepared to discuss your findings in class.

  8. Blackboard Discussion Forum:Watch Race: Power of an Illusion off-campus login required and School Colors podcast
    1. We will begin the course watching Race: Power of an Illusion, a powerful documentary made in 2003, to provide some context and background on the current BLM/antiracism movement. We encourage you to post your questions and thoughts in the Discussion forum associated with each episode.
    2. Next, we will listen to School Colors. “School Colors is a narrative podcast from Brooklyn Deep about how race, class, and power shape American cities and schools.” Based in Bed-Stuy’s district 16, this podcast gives history and personal narratives of schools in this area of Brooklyn. Students will present individually or in pairs and sign up for one of the 8 School Colors podcasts to lead an online discussion on Blackboard. On the episode due date, you will post on BB a brief summation of your thoughts and reflections on the episode, drawing from your own experiences. Compare and contrast your perspectives, if in a pair, and personal reflections are important. For example, if you found it difficult to relate, talk about why and reflect on your own background, engaging in critical self-reflection. Wrap up your summary with at least 4-5 thought-provoking questions for further discussion and analysis. Be prepared to discuss in class as time permits. All students are expected to participate in Blackboard discussions on a regular, weekly basis, and this will be considered in your participation grade (see rubric).