Instructor: Makel Lynch, M.S.Ed, NCSP
Office: 1107 James Hall
Office hours: Tuesday 3:30 – 4:30 PM and by appointment
Instructor: Brian Utnick, Psy.D., NCSP
Office: 1107 James Hall
Office hours: Wednesday 1:40 to 2:40 PM and by appointment
This course includes supervised observation and experience in educational and clinical settings. Students in the field will work with individuals, groups, and families in counseling situations. Course discussions will combine theory with clinical work to insure a best practice approach to services for these populations.
This course is a supervisory seminar for the practicum experience. Issues relevant to practicum activities will be discussed. The focus of this course is on the practicum experience, with special attention paid to an understanding of individual and group counseling, assessment, consultation, and the importance of the family.
|Class participation (including presentations & BB forum participation)
Written work (logs, journals, plan, Practicum Review, SJ forum, TeamMeeting write-up, Prevention and Crisis Intervention Improvement Plan)
|Evaluation from field supervisor
You should submit a written version of the presentation on the day you present.
Rubric For Evaluation of In-Class Participation and Contribution
|Evaluation Rubric Described in Detail
|Present on video and consistently attending to class discussions and presentations; Consistently raises or facilitates discussion with peers; engages in integrative and higher order thinking in relation to the readings (e.g., integrates experiences with research, poses hypotheticals for the group based on findings); Weekly contributions to BB forum.
|Mostly present on video and mostly attending to class discussions and presentations; Respectful attention to others’ contributions; periodically shares comments on at least one topic discussed in readings or presentations, and demonstrates understanding and relevance to group discussion. Almost weekly contributions to BB forum
|Inconsistently present on video, or significant video breaks, and sporadic attention to class activities. Present in class and attends and responds to others’ contributions at a personal level of experience; More than one absence or lateness. Observed using phone or otherwise off-task once during class. Occasional contributions to BB forum.
|Little to no video participation and/or participation in class’ Makes no contribution to discussion or is reluctant to discuss experiences or comment on others'; unresponsive to or argumentative with others; repeatedly not present in class or late to class. Observed using phone or otherwise off-task more than once during class. Few contributions to BB forum or waiting until end of semester to make comments.
The Brooklyn College Center for Student Disability Services is back to working in-person on campus, though you can still reach out via email and phone. Please email them at firstname.lastname@example.org for assistance.
Location: 138 Roosevelt Hall
Department Office Hours:
Note: Office hours during summer and winter intersession breaks varies.
Students should inform the professor if they have a disability or any other situation that may require Section 504/ADA accommodations. The faculty and staff will attempt to work out whatever arrangements are necessary.
Please provide your professor with your course accommodation form and discuss your specific accommodation with your professor as soon as possible to ensure accommodations are met in a timely fashion.
In order to receive academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or who suspect that they might have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell or the Assistant Director, Josephine Patterson or their general email email@example.com
Center for Student Disability Services (CSDS) Mission:
It is the mission of the Center for Student Disability Services (CSDS) to ensure that students with disabilities have equal access to all campus facilities, curricula, and activities. The program’s objective focuses on providing students with reasonable disability-related accommodations and the opportunity to maximize their academic success at Brooklyn College. The goal is to ensure an inclusive environment while maintaining and enhancing the college’s academic excellence by providing students with disabilities the opportunity to achieve their highest possible academic potential.
Academic dishonesty of any type, including cheating and plagiarism, is unacceptable at Brooklyn College. Cheating is any misrepresentation in academic work. Plagiarism is the representation of another person’s work, words, or ideas as your own. Students should consult the Brooklyn College Student Handbook for a fuller, more specific discussion of related academic integrity standards.
Academic dishonesty is punishable by failure of the “…test, examination, term paper or other assignment on which cheating occurred” (Faculty Council, May 18, 1954).
In addition, disciplinary proceedings in cases of academic dishonesty may result in penalties of admonition, warning, censure, disciplinary probation, restitution, suspension, expulsion, complaint to civil authorities, or ejection (Adopted by Policy Council, May 8, 1991).
NOTE: If you have a question about how to cite correctly ask your teacher BEFORE submitting your work.
The content of this course as well as methodologies used are consistent with the mission of the School Psychologist Graduate Program. The mission statement of the Program is as follows: “The Brooklyn College School Psychologist Graduate Program strives to address our urban community’s need for highly competent, self-reflective, and compassionate school psychologists who strive to improve the educational experiences and mental health of children in our schools.”
The School of Education at Brooklyn College prepares teachers, administrators, counselors, and school psychologists to serve, lead and thrive in the schools and agencies of this city and beyond. Through collaborative action, teaching and research, we develop our students' capacities to create socially just, intellectually vital, aesthetically rich and compassionate communities that value equity and excellence, access and rigor. We design our programs in cooperation with Liberal Arts and Sciences faculties and in consultation with local schools in order to provide our students with the opportunity to develop the knowledge, proficiencies and understandings needed to work with New York City's racially, ethnically and linguistically diverse populations. We believe that teaching is an art that incorporates critical self-reflection, openness to new ideas, practices and technologies, and that focuses on the individual learner's needs and promotes growth. Our collective work is shaped by scholarship and is animated by a commitment to educate our students to the highest standards of professional competence.
Program faculty is ultimately responsible to the students and families our graduates serve. Therefore, the Program is committed to ensuring that only qualified candidates who meet professional standards of conduct and training will enter the profession. To that end faculty reviews candidate progress on an ongoing basis. The purpose of monitoring candidate progress is to provide a continuous evaluation of candidate development and performance, professional behavior, and the ability to provide school psychological services, as well as supply candidates with feedback related to their professional behavior.
Each semester faculty reviews transcripts for each candidate at a faculty meeting. Faculty discusses candidates who are experiencing academic difficulties, problems with professional behavior, or difficulties with professional practice. If there is sufficient concern, the candidate receives notice directing the candidate to discuss faculty’s concerns with his or her faculty advisor. The purpose of this meeting is to clarify candidate progress, problem solve, and formulate recommendations for candidate development. The candidate and advisor create a document that includes a clear description of the behavior(s) that require change, a plan to create that change, and criteria for measuring the change. The faculty advisor keeps track of candidate progress and reports on that progress at subsequent faculty meetings.
Faculty members are bound by the ethical codes of the American Psychological Association and the National Association of School Psychologists to ensure that graduates entering the field meet high standards. The Program is committed to ensuring that only qualified candidates meeting professional standards of conduct and training enter the profession. Such consideration requires us to look beyond academic work and consider personal characteristics critical to being a successful school psychologist. In selecting candidates for our program, we attend closely to these requirements. Throughout students three or four years in the program, we continue to monitor professional competencies. Competencies include but are not limited to the following.
Occasionally, faculty determines that a student’s professional competencies do not serve the best interests of the community and/or fail to meet expectations of professional behaviors required of school psychologists. When this happens, the student is required to meet with faculty to devise a plan to correct the situation. In most cases, the student adjusts his or her behavior and the situation is resolved. However, in cases where a student does not correct the behavior and, thus, is not qualified for admission to the school psychology profession because of factors other than academic standing, faculty may terminate a student's enrollment or decline to award a degree or credential.
This course addresses the four areas described in the Brooklyn College School of Education’s.
Conceptual Framework as follows:
This course addresses a number of domains set forth by NASP, as follows: