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CENTRE FOR NEWFOUNDLAND STUDIES
TOTAL OF 10 PAGES ONLY MAY BE XEROXED
(Without Author's Permission)
Report of an Internship Conducted at Memorial University
Counselling Centre Including a Project: The Development of
a Handbook for Graduate Students in Educational Psychology
By
Robyn Kailey Thome, B.A.Ed
An internship report submitted to the School of Graduate Studies in partial fulfilment of the requirements for the degree
St. John's
of Master of Education
Faculty of Education Memorial University of Newfoundland
April, 1996
Newfoundland
ABSTRACf
The chosen internship setting was the University Counselling Centre,
Memorial University of Newfoundland. This placement allowed the intern to
fulfil individual goals of learning and professional growth. It provided many
opportunities for new learning experiences and learning through quality
professional supervision. Specifically, the placement allowed the intern to engage
in individual counselling with 53 clients whose concerns were of personal, career
or of a mixed nature. She assisted students in finding academic and career
information during regularly scheduled times spent in the Career Planning Centre.
She participated in training meetings for Career Planning Centre personnel, case
conference weekly meetings, Interpersonal Process Recall training, co-led an
assertiveness training group, other training and a full day workshop. The
culmination of training, activities and experiences during the internship enabled
the intern to further develop her counselling skills, gain new knowledge and feel
competent about related future employment.
Additionally, the internship placement permitted the intern to develop a
project aimed at assisting other new students in the Masters of Educational
Psychology program. The U Diversity Counselling Centre is committed to the
development of research by its staff, and the intern was allocated weekly research
time.
1
DEDICATION
For Anita
A Wonderful Friend and Mentor You Are Greatly Missed
Dr. Anita M. Russell 1953-1994
ii
ACKNOWLEDGEMENTS
Completion of the internship and accompanying project has been a
rewarding experience. I was appreciative of the time, assistance, and support Dr.
Lee Klas continually provided to me from the beginning to the final phases of the
internship, project and repon.
The University Counselling Centre internship placement was such a
valuable learning experience in part because the staff were totally welcoming,
accepting, extremely helpful, and supportive during my placement. Thanks are
extended to Dr. Elaine Davis, who provided excellent supervision and guidance,
from which I benefited greatly.
A special thank you to Alan for providing encouragement and never ending
support. It was greatly appreciated.
iii
TABLE OF CONTENTS
Page
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . iii
List of Tables . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . vi
Chapter I Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Rationale for the Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Internship Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Goals for Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter IT The Internship: A Description of Activities . . . . . . . . . . . . . . . . 10
Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Individual Counselling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Group Counselling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Career Planning Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
SupeMston . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Interpersonal Process Recall Training . . . . . . . . . . . . . . . . . . . . . . . . . 16
-In-service/Case Conferencing ................................ 17
Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Reading/Research . . . . . . . . . . . . . . . . . . • • . . . . . . . . • . . . . . . . . . . . 18
Maintaining Log and Case Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
LV
Chapter ill
Chapter IV
Summary .......................................... 21
Internship Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Introduction . . . . . • . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Statement of Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 25
Methodology . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . 25
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . 29
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
v
LIST OF TABLES
Table Page
1 Hours Allocated to Internship Activities . . . . . . . . . . . . . . . . . . . . . . . . 10
2 Client Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3 Information Supplied by Various Universities .................... 28
LIST OF TABLES IN HANDBOOK
Table Page
1 Professional Career Patterns of Former Students of Graduate Program in Educational Psychology, Faculty of Education, Memorial University of Newfoundland ( 1970-1992) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2 Professional Career Patterns of Former Students of Graduate Program in Education Psychology, Faculty of Education, Memorial University of Newfoundland (1986-1992) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
3 Professional Associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
vi
CHAPTER I
INTRODUCTION
RATIONALE FOR 'DIE INTERNSHIP
The degree completion options available to fulfil the Master of
Educational Psychology included the completion of either a thesis or an
internship. The internship was chosen because it provided a better opportunity to
develop proficiencies and skills as a counsellor. The internship allowed the intern
to set personal and professional goals, then work toward them over time with
supervision. It also permitted exposure to an alternative counselling setting from
the school system. The internship included a research or project component,
which allowed a combination of scholarly work and practical experience.
INTERNSHIP SETIING
The internship location was the University Counselling Centre, Memorial
University of Newfoundland. As part of the application process the intern was
interviewed by Dr. E. Church and Dr. E. Davis during the Spring of 1995.
Subsequently, she was then offered the opponunity to become a full-time intern at
the C~ntre from September to December 1995. The Centre had much to offer,
and it was a favoured internship setting. Some possible beneficial experiences
which an internship at the Counselling Centre might provide are as follows:
engaging in individual counselling with university students;
receiving professional guidance and supervision throughout the internship;
engaging in group counselling as a co-leader;
engaging in career counselling and disseminating career information
through working regularly in the Career Planning Centre;
becoming involved in training offered within the Centre including:
2
Interpersonal Process Recall training, weekly case conferences, and weekly
Career Planning Centre training;
taking advantage of any opportunities for learning which became available
through the Centre's association with other university faculties such as
guest speakers, lectures or relevant workshops;
relating the experience and knowledge gained to possible future similar
work settings.
The University Counselling Centre services are based upon the philosophy
of promoting a developmental and preventative framework for campus services
and meeting the needs of students. Additionally, as an integral part of the
academic community, research training and scholarly activity are core concerns for
faculty members. These objectives are met through the Centre's seven counselling
faculty, its teaching staff, its faculty associate cross-appointments, the
administrative staff, and pre-doctoral interns.
The services provided by the University Counselling Centre include
individual counselling for academic, career, or personal concerns. Within
academic counselling, courses are offered in test anxiety reduction, time
management, speed reading and writing term papers. Group counselling with
varying focuses is offered periodically throughout each semester; groups may focus
3
on such issues as surviving sexual abuse, general therapy, and assertiveness
training. Career and academic information is disseminated through the Career
Planning Centre (CPC). The CPC is staffed by trained career information
assistants who serve the needs of MUN students, but also handle inquiries from
the public both city and province wide. The Counselling Centre is also involved
in outreach activities, thereby creating a more visible presence to the wider
university community.
The University Counselling Centre outlines a description of its services in
the Counselling Centre Referral and Community Resources Handbook, (1994).
The services included are learning enhancement programs, career planning centre
information resources, individual and group counselling, and a credentials service.
Professional Faculty and Statl'
George Hurley, Ph.D. (University of Missouri-Columbia) Associate Professor and Director
Elizabeth Church, PhD. (University of Toronto) Associate Professor and Training Director
Peter Cornish, MA (University of Saskatchewan) · Assistant Professor and Group Counselling Coordinator
Elaine Davis, Ph.D. (Kansas State University) Associate Professor and Career Planning Centre Coordinator
Michael Doyle, EdD. (University of Toronto) Assistant Professor, Consultation/Outreach and Independent Practice Coordinator
John Garland, Ph.D. (Texas Christian University) Associate Professor and Research Coordinator
B. Mark Schoenberg, EdD. (University of Houston) Professor Emeritus
Lester Marshall, B.Sc. (Memorial University of Newfoundland) Reading Assistant
AnnAthorpe Predoctoral Intern
Sandy Hoover Predoctoral Intern
Wayne Yetman Administrative Assistant
Patricia Tizzard Secretary
Kathleen Kenny Receptionist
GOALS FOR INTERNSIUP
The internship provided the intern with the opportunity to fulfil her
primary objective of gaining practical counselling experience and professional
growth in the helping field. The intern developed goals to assist in meeting her
primary objective.
Goal 1: Become aware or the needs or the university population regarding
personal, social, academic and career domains, and to learn
effective ways or dealing with these needs.
This goal was achieved through engaging in individual counselling with 53
clients, participating in weekly case conference meetings, disseminating academic
and career information to students in the Career Planning Centre two hours
4
5
weekly, reading about effective strategies related to concerns, and consulting with
the intern's supervisor to learn treatment options.
Goal2: Develop counselling skills through practical experience and from
direct professional supervision of individual and group counselling.
As with the first goal, this goal was achieved through engaging in individual
counselling with 53 clients, receiving supervision for two hours per week, engaging
as a co-leader of an assertiveness training group, receiving supervision as a co
leader, and through participating in Interpersonal Process Recall training (IPR).
Activities related to this goal are detailed in Chapter II.
Goal 3: Examine my counselling skills for areas of strengths and
weaknesses, and develop a personal style of counselling.
This goal was achieved through critical self analysis of individual
counselling sessions by reflection and some review of tapes, observing and
recording personal reactions to some sessions, weekly supervision sessions through
joint review of tapes and discussion of clients cases, and participation in IPR
training. Striving to meet this goal has allowed the intern to achieve a better
understanding of the process of change in counselling relationships. She feels
more skilled in the area of rapport and trust building, information gathering,
identification of themes and problems and increased knowledge of strategies to
help her clients change. A total of 24 hours were dedicated to IPR training. The
training is focused on developing and enhancing basic counselling skills through
review of video-taped sessions, discussion, presentations, and exposure to
pertinent areas of counselling.
Goal 4: Gain knowledge through participation in case conferences with
other professionals, attending workshops and professional reading.
6
This goal was achieved through participating in weekly case conferences
with all counselling staff attending. Each counsellor presented a case once per
semester and others offered their insight or suggestions. The intern gained much
knowledge through this process, both as the presenter and listener. The intern
attended a full day workshop on Se~ Drugs & mv. The workshop was an
excellent opportunity for new learning relevant to the helping field It included a
video series, guest speakers, discussion, small group work, and many take home
resources. The intern took full advantage of the University Counselling Centre
library, which included a wide array of resource books. The intern read
professional resources related to current client counselling areas, books and
readings suggested by other counsellors, and books in her own interest areas.
Appendix A contains an annotated bibliography of the intern's professional
reading.
GoalS: Become familiar with career counselling methods and practices,
including various career assessment tools.
This goal was achieved through specific training in career counselling
methods, weekly one hour Career Planning Centre training meetings, and
engaging in individual career counselling with 35 clients. The training also
included an overview and study of career assessment tools available to use with
clients.
Goal6: Gaia knowledge or various counselling theories and tedmiqaes.
7
This goal was achieved, yet the intern believes learning in this area will
continue. The intern availed of any opportunity to read about counselling
theories and techniques. Theories and techniques studied included interactive
therapy, brief therapy, psychoanalytic therapy, process therapy, and cognitive
behavioral therapy with variants of the same, such as focused therapy, behaviour
therapy, and rational emotive therapy. Many of these therapies were combined in
an approach with a target problem versus a study of theory in isolation. An
example of this was cognitive-behavioral treatment of bulimia. Reading was
accomplished both during the work week and on her own time. The intern
enjoyed and benefited from discussing counselling approaches and theoretical
interventions with other counsellors and her supervisor. Weekly one-hour case
conferences also allowed the intern to gain knowledge regarding counselling
theories and techniques.
Goal 7: Engage in professional activities associated with the University
Counselling Centre.
The intern became fully involved in most of the professional activities of
the Centre. The intern sought to become involved in a second group counselling
activity and in training which takes place for pre-doctoral interns. The specific
activities in which the intern participated are described fully elsewhere.
8
GoalS: Develop a project which is compatible with the internship
placement.
This goal was achieved by developing a project under the supervision and
guidance of faculty supervisor, Dr. Lee Klas. The Counselling Centre made eight
hours weekly available to the intern to pursue this goal. The project was the
development of a handbook for new counsellor trainees embarking on a Masters'
of Educational Psychology degree. The project is more fully descnoed in Chapter
m of this report.
The internship placement allowed the intern to meet all the goals she
specified at the outset of her placement. The intern believed she received
excellent field and faculty supervision and was assisted in every way possible in
meeting her goals.
SUPERVISION
Throughout the internship placement the intern was supervised by both
field and faculty supervisors. Dr. Elaine Davis of the University Counselling
Centre agreed to be the intern's field supervisor. Dr. Lee Klas of the Faculty of
Education (Educational Psychology), agreed to be the intern's faculty supervisor.
A supervision schedule was arranged at the beginning of the internship. This was
followed throughout the placement and specifically included:
1. Field supervision consisted of two one-hour meetings per week between the
intern and Dr. Davis. This time gave the intern an opportunity to use
Interpersonal Process Recall, with segments of selected videotaped client
sessions. Client cases were discussed regarding problem formulation,
theoretical approach and possible interventions, intern evaluation of
progress, and concerns or questions.
2. Faculty supervision consisted of consultations by telephone and scheduled
meetings between the intern and Dr. Klas. Dr. Klas made time available
whenever the intern wished to meet with him. The focus of supervision
was to assist in the development of the intern's project. However, the
faculty supervisor was interested in the intern's counselling progress and
expressed his availability should the intern require it.
9
3. There was an initial meeting of both supervisors with the intern to detail
internship goals, time lines and responsibilities. Also, supervisors met with
the intern mid-way through the internship placement to discuss the intern's
progress.
4. The field supervisor assisted the intern in arranging activities to meet her
goals. Dr. Davis provided supervision while the intern engaged in the
internship activities.
5. ·The faculty supervisor assisted the intern in the selection, proposal and
development of a project, and the development of the internship report in
preparation for submission.
6. Both supervisors met with the intern at the end of the internship placement
to discuss overall progress and attainment of goals as set out by the intern.
10
CHAPrERll
THE INTERNSHIP: A DESCRIPl'ION OF ACTIVITIES
The purpose of this chapter is to provide a description of the activities in
which the intern engaged during her internship placement from September 6 to
December 8, 1995. Table 1 contains a summary of activities with time allocated
to each. This information was summarized from a daily log of activities
maintained by the intern during the placement.
Table 1
Hours Allocated to Internship Activities
Activity No. oCHours
Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Individual Counselling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Group Counselling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Career Planning Centre . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . 42 Interpersonal Process Recall Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 In-service Training/Case Conferencing . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . 13 Workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . • . . . . . . . 8 Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Research . . . . . . . . . • . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . • • • • . . • . . 1Q4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Maintaining Log and Case Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Other .......................... . ............................. 2
Total Number of Hours . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . • . . . . . . . . 455
Orientation Activities
Orientation activities provided the intern the opportunity to meet with the
Counselling Centre's counselling and administrative s~ gain understanding of
11
policies, procedures and daily operations of the Centre, and become fammar with
the surroundings and its resources. In particular, the intern familiarized herself
with resources available in the Counselling Centre's hbrary. She chose to borrow
several books of interest to begin her goal of professional reading. Additionally,
the intern spent time in the Career Planning Centre. The career information
assistants were very helpful in educating the intern about the type of services and
assistance offered to students using the CPC. The first several days of the
placement were devoted to orientation activities.
Upon reflection, the intern found individually scheduled meetings with
Centre staff very beneficial. The consultations provided a time to meet and
become acquainted with the staff, gain knowledge about the staff person's roles
and duties within the Centre, discuss theoretical counselling styles, and be
appraised of suggested reading that might benefit the intern. This process made
the intern feel very welcome at the Centre and subsequently at ease about
approaching colleagues in the future.
Individual Counselling
With the exception of the first three days of orientation activities the intern
was available to individually counsel Memorial University students. A total of 53
clients (43 female, 10 male) were seen regarding personal, career or academic
concerns. The presenting concerns of the 43 female clients included 22 for
personal counselling, 19 for career counselling, and 2 clients who had a mixed
focus. Of the ten male clients, two had personal concerns and eight had career
12
concerns. Oients received counselling from a range of one to eight sessio~
depending on the presenting concerns and their progre~ in counselling. At the
end of the internship all but two clients had closure on individual counselling
from the intern. Three of these were encouraged to engage in group counselling
during the next semester. The clients who remained in need of services were
transferred to other counsellors within the University Counselling Centre. Table 2
presents a summary of the above client characteristics.
The intern spent a total of 105 hours engaged in individual counselling
during the internship placement.
Table 2
Client Characteristics
Personal Career Mixed Assertive Range of Training Sessions
Females
0 22 19 2 5 1-8
Males
0 2 8 0 1 1-2
Group Counselling
The intern also became involved in co-leading an assertiveness training
group. The assertiveness training group usually runs for six weeks, with each
meeting lasting two hours per week. Due to a lower than usual number of
participants, the assertiveness training group was conducted for five weekly
sessions of two hours. As co-leader, the intern took responsibility for delivering
approximately one half of the activities to the group during each meeting.
Included in the activities were screening potential assertiveness training
participants, introducing new concepts, leading the group through exercises,
processing these exercises, engaging in role plays, offering feedback to
participants, reviewing and delivering homework, assisting and reviewing
participant goals, assisting participants to gain an understanding of assertiveness
concepts, and working cohesively with the supervisory leader, Dr. Davis.
Additionally, the intern and Dr. Davis met for one hour following each group
meeting. This time was used to reflect upon the areas of strengths and
weaknesses of the preceding meeting. The leaders discussed ways to improve
particular activities and validated the positive aspects of the meeting. The time
was also used to plan for the next meeting, divide the activities, and divide the
participant's homework which needed to be evaluated.
13
The intern was quite enthusiastic about co-leading the assertiveness
training group, as it was a particular interest of hers. In preparation, she read two
books· on assertiveness training which were recommended by the supervisory
leader. The intern felt increasingly skilled and competent as she witnessed the
process of change among the participants. Overall, the intern believed this
training was valuable to her. A total of 20 hours were dedicated to the
assertiveness training group.
14
Career Planning Centre
The intern was trained as a career information assistant in order to work in
the career planning centre. Throughout the internship, the intern worked for 2
hours per week in the Centre with another career information assistant.
The Career Planning Centre (CPC) is a drop-in facility where students and
others may browse through educational and career information. Within the CPC
users will find detailed information, through books and vertical files, on many
career fields and occupations. There is information about career planning, job
hunting, resume writing, interview skills, work and study abroad, and guide books
describing educational programs of study available in Canada, the United States,
and Commonwealth countries. The CPC contains a complete collection of
Canadian university and college calendars.
Acting as a career information assistant allowed the intern to further
develop her career counselling skills. Typical activities included assisting patrons
to find specific career and educational information, finding and interpreting
academic regulations, disseminating information and booklets on graduate
examinations, redirecting some patrons to individual career counselling, and being
available to follow through on any request made by a student.
During the semester, the intern participated in weekly Career Planning
Centre staff meetings. These meetings were attended by the faculty directors of
the CPC, career information assistants, and counselling staff and interns. The
meetings were used to discuss difficulties encountered (such as student's requests
15
for specific information, diffic:ult clients), to clarify regulations or information, and
to locate missing materials. The meeting was also used to invite guest speakers
whose information would be of benefit. For instance, a representative from the
Canada Student Loan office came to inform the staff about changes in
requirements for obtaining student aid. Representatives from the School of
Continuing Education gave a presentation as well. Additionally, the meetings
were used to disseminate new educational and career planning information.
Administrative duties were also carried out at the weekly meetings. A total of 42
hours were spent working in the Career Planning Centre.
Supervision
Supervision was conducted by both field and faculty supervisors. The
intern met with her field supervisor, Dr. Elaine Davis, for two one-hour meetings
per week. The supervision meetings included reviewing and discussing sections of
video-taped counselling sessions, discussing clients on the intern's case load with
respect to progress or difficulties in therapy, and intern questions. The intern
underwent tremendous growth in counselling skills as a result of this field
supervision. She appreciated the expertise and insight of her supervisor and
worked hard to put suggestions into practice.
Faculty supervision, with Dr. Lee Klas, was conducted through three joint
meetings with the intern and field supervisor. The first of these meetings was
used to become acquainted and to discuss the placement and the intern's goals
and responsibilities. The final two meetings were evaluation and progress of the
16
intern at the mid-point and at the end of the internship placement. The mid-term
evaluation found that the intern was making good progress toward her goals;
areas for continued improvement were noted, such as confrontational skills,
analysis of in-session process, and ability to direct clients' focus. At the end of the
term evaluation meeting, all parties agreed that the intern had successfully met
her outlined goals. She had increased skill levels in counselling and showed a
high degree of professionalism with faculty, st~ interns, and students. The
intern also consulted with her faculty supervisor throughout the placement to
discuss development of her project and compilation of the internship report. See
Appendix B for a copy of the intern's evaluations.
Interpersonal Process Recall Training
Interpersonal Process Recall (IPR) is an interdisciplinary seminar. The
focus of the seminar is on developing and refining counselling skills in a variety of
areas. An integral part of the training includes viewing and discussing video taped
sessions of clients. Participants in IPR training can include graduate students
from helping professions, such as master's level students from educational
psychology, social work, nursing, and first year family practice residents. The
intern participated in IPR training for eight consecutive weeks, three hours per
week. IPR training was conducted by Dr. Elizabeth Church for seven meetings
and by Dr. George Hurley for one meeting. During training the intern was
exposed to a variety of counselling issues; these included relaxation and stress
reduction training, using IPR to critically examine one's own counsellor skills,
17
learning about work with gay and lesbian clients, and examining therapy models.
A portion of each meeting was reserved for videotape viewing.
The intern found the IPR training to be a valuable method to critic:ally
examine her counselling style. The observations, questions and feedback from the
other participants focused on current skills and skills to be achieved The intern
learned by observing video-taped interviews by other participants. A total of 24
hours were dedicated to IPR training.
In-Service/Case Conferencing
One-hour weekly in-service meetings took place during the intern's
placement. The purpose of the meeting was two-fold: first, administrative issues
were raised and discussed by the Director and counselling staff; secondly, a
counsellor presented a client case and received suggestions or feedback from
other counsellors. The case presented was usually particularly challenging for the
presenting counsellor. On two occasions, in-service presentations were
informational sessions given by cross-appointed faculty from the Faculty of
Medicine and the School of Social Work.
The intern presented a client case on November 17, 1995. The client case
was chosen after consultation with her field supervisor. The intern received
questions, comments, and suggestions from the other counsellors. This input
enabled the intern to be a more effective counsellor with the client in future
sessions. Overall, case conferences offered the intern an opportunity to gain
insight into various theoretical counselling approaches, identify hypotheses and
18
themes in counselling versus specific behaviours, and examine process in
counselling. The case conferencing was found to be therapeutic by the intern. It
allowed professional support in dealing with difficult client cases. A total of 13
hours were spent in in-service and case conferencing.
Workshops
During the internship placement the intern was eager to participate in
training or workshops relevant to counsellor issues. She attended a full day
workshop entitled "Sex, Drugs & HIV", sponsored by the Faculty of Medicine,
Memorial University of Newfoundland. The workshop was multi-faceted, focusing
on sex, drugs, and mv. Presentation style included panel discussions, guest
speakers, videos and small group work. The workshop proved to be an
information filled day for the intern, and a topic to pursue further. The intern
also applied for a two-day training session in adolescent addictions offered
through Drug Dependency Services. The Fall training session was filled to
capacity; however, she could attend during a Winter offering. A total of eight
hours were spent to attend the workshop.
Reading/Researc:b
The University Counselling Centre places emphasis on scholarly work. To
facilitate this effort, counsellors are allocated eight hours per week for research.
The intern found this time very beneficial. The time was used to concentrate on
completion of her project and internship report and to meet with her faculty
supervisor.
19
During the placement, the intern was eager to augment her learning
through professional reading. The Counselling Centre h'brary offers a wide array
of counselling resource materials. Other professional reading was suggested by
Centre counsellors or the intern's supervisor. The intern chose to do much of the
reading outside the internship day. Appendix A consists of an annotated
bibliography of the intern's professional reading. A total of 104 hours were spent
doing research and a total of 29 hours reading professional materials.
Maintaining Log and Case F"des
The intern maintained a detailed daily log throughout the internship. The
intern used the log to record data, observations, and reflections on internship
activities. The variety of activities, with time allocated to each, was also noted in
the log. The log was beneficial, as recording observations and reflections
provided another way to process and learn from internship activities. The log
proved to be a very valuable resource when the intern compiled the internship
report.
The University Counselling Centre follows a defined procedure regarding
client files. The intern carried out the procedure, which involved completing
intake reports on each client, maintaining working notes of client sessions, and
completing client summary reports for termination of counselling. As the
internship neared completion, the intern spent a great deal of time completing
20
summary reports for clients. The intern also maintained an ongoing list of all
clients. A copy of this list was given to the field supervisor weekly. The complete
list was submitted at the end of the internship. As well, all case files were
submitted for review by the field supervisor. A total of 61 hours were spent
maintaining the log and case files.
Conclusion
The intern gained valuable professional and personal experience and
knowledge throughout the 13 week internship placement. The preceding
descriptions illustrate the depth and variety of activities in which the intern
became involved. The experience gained from these activities assisted the intern
in her professional knowledge, theoretical orientation, counselling skill, and
overall competencies. The intern evaluated the internship as a very successful
endeavour.
The internship placement provided the intern with the support and
resources to carry out a worthwhile project. The compilation of a manual for new
counsellor trainees was a rewarding learning experience. It is anticipated the
manual will be beneficial to incoming Educational Psychology students.
CHAPI'ERm
SUMMARY
The intern engaged in a thirteen week internship placement at the
Memorial University Counselling Centre. For the research aspect of the
internship, the intern developed an orientation handbook for incoming
Educational Psychology students.
21
The internship experience enabled the intern to fulfil individual goals of
learning and professional growth. The placement provided many opportunities for
new learning experiences. The intern engaged in individual counselling with 53
clients whose concerns were of personal, career, or of a mixed nature. She
assisted students in finding academic and career information during regularly
scheduled times spent in the Career Planning Centre. She participated in training
meetings for Career Planning Centre personne4 case conference weekly meetings,
Interpersonal Process Recall training, co·led an assertiveness training group, other
trainin~ and a full day workshop. The culmination of training, activities, and
experiences during the internship enabled the intern to further develop her
counselling skills, gain new knowledge, and feel competent about related future
employment. She would highly recommend the internship option to other
graduate students in Educational Psychology.
The internship project was developed to fulfil the internship option
requirements. The intern developed an Educational Psychology Graduate Student
Orientation Handbook. This was a complex undertaking yet quite rewarding for
22
the intern. She received much satisfaction from producing a handbook which will
benefit incoming graduate students and hopefully be a resource for the
Educational Psychology program.
CHAPTER IV
INTERNSHIP PROJECT
Introduction
The requirements of the internship option in the graduate Educational
Psychology program state that the intern must complete a research report or
project on some aspect of the area of study of the internship. The intern
investigated several poSSible areas of study which would be beneficial to her.
With the consultation of the faculty supervisor the intern decided to develop an
orientation handbook specifically for incoming candidates in the Educational
Psychology program.
Statement or Purpose
23
The counselling field is an expansive one, providing many different types of
employment opportunities. The counsellor trainee is faced with learning the basic
tenets of several selected areas considered essential. The Educational Psychology
program objectives strive to equip the counsellor trainee with the knowledge and
skills needed to launch their career.
The overall plan and intended outcomes are h1c:ely more holistic for the
graduate educators and counsellors already working in the field. These
individuals have the advantage of knowing that the program pieces will integrate
to form a useful, working program.
24
For the counsellor trainee, immersion into this wide array of knowledge
and skills could be intimidating and unclear. The trainee is focused upon learning
the new knowledge and skills required by the program. This learning often occurs
in isolated segments without the presentation of a comprehensive program
overview. A focus including a holistic overview would be of more benefit to the
trainee.
The above illuminates an area of need within the Educational Psychology
program. The purpose of this project is to address this need. More precisely the
aim of this project is to develop a handbook for the counsellor trainee. The
handbook is intended to augment and enhance the trainee's progress in his or her
graduate education.
Specific purposes within the handbook include:
1) Provide the graduate student an orientation to the program and an holistic view of all components of the Educational Psychology Program.
2) Provide practical information to the graduate student about important things to know.
3) Provide detailed information about the program subspecialties and their requirements.
4) Provide the graduate student with suggestions and advice based on the experiences of previous Educational Psychology students.
S) Provide information on employment trends of previous graduates, the registration process and professional organizations available to join.
6) The handbook is developed with the intent of providing the graduate student with information for the duration of their program.
2S
Rationale '
Handbooks are well known as tools to assist learning. They are widely
used and offer an alternative learning format. Some uses include training in a
specific skill area, guides for internship placements, and guides for supervision of
trainees. Development of a handbook for the Educational Psychology trainee will
serve to augment the program and enhance learning for its users.
Methodology
The intern used a multifaceted approach in developing the handbook.
Information was gathered from a thorough literature review, input from previous
and current Educational Psychology students, input from Educational Psychology
professors, ideas from similar handbooks developed by other university
Educational Psychology departments across Canada, and other resources from
people whose input enhanced the handbook.
An extensive review of the literature uncovered very little information
addressing the concerns of graduate students. Stewart (1995) states, in his
development of a three stage model of graduate student development, that
"Despite the importance of graduate students to the academic vitality of a college
or university, very little clinical literature penaining to the unique issues these
students face has developed" (p.21). Vlisides and Eddy (1993) reviewed several
graduate student orientation models. Mahoney's research (as cited in Vlisides
and Eddy, 1993) also concurred that studies pertaining to graduate education in
general have not been abundant and that research has been lacking. In their
26
review of graduate student orientation models, Vlisides and Eddy recognized the
importance of orientation programs in allaying student anxiety and in ingratiating
new graduate students.
Some other support in recognizing the unique concerns which face
graduate students comes from Bowman, Bowman, and Delucia (1990). These
authors report on a student to student mentoring program instituted at Purdue
University in the Counselling and Personnel Services section of the School of
Education. The program was established to assist new graduate students in
alleviating the stress associated with beginning graduate studies. Graduate studies
begins a period of unavoidable life changes, challenges and transitions. Valdez's
research (as cited in the Bowman, Bowman, and Delucia, 1990) found that eighty
one percent of participants experienced a moderate or major crisis during their
first graduate semester. Bowman et al. (1990) acknowledged that the stresses of
new graduate students can be minimized by prevention strategies, and peer and
social support networks in particular.
Although the literature review did not uncover a vast amount of
information concerning graduate students and their particular concerns, the gap of
literature in this area demonstrates the need for more interest in the graduate
student population. The development of the orientation handbook is one way of
assisting new graduate students in their adjustment to a graduate program. It is
intended to help alleviate the stress and fears of the new graduate student by
27
providing them with information about all aspects of the Educational Psychology
program.
The intern also drew upon the experiences of previous and current
Educational Psychology students. Information was gathered in an informal
manner such as discussions, casual meetings, and telephone contact; some
valuable suggestions for the handbook were obtained during this process. A
similar format was used to gain insight from the Educational Psychology
professors; the intern scheduled individual meetings with those professors who
were available. She outlined her proposed proje~ then inquired if the professor
could offer any ideas to include in the handbook. Once again, very helpful
suggestions were obtained.
In the pursuit of developing the most comprehensive handbook posstble,
the intern investigated whether other university Educational Psychology
departments had developed a similar handbook. The nine universities contacted
are listed below. Six universities which returned the intern's contact were quite
interes_ted in the project. Several requested that a copy of the finished handbook
be fonvarded to them. The University of British Columbia was in the process of
developing such a handbook for the Educational Psychology department, but did
not have anything that they could send. The University of Calgary Educational
Psychology department was the only department which had already developed a
similar handbook. The copy of their handbook provided the intern with many
ideas about format for the handbook and topics to include. Table 3 below
provides particular details about the universities contacted and information
furnished by them.
28
Table 3
Information sappUed by various univenities
Univenity Number or Inronnation Available Contacts
University of British Columbia 2 Handbook in progress no information available
University of Alberta 2 Program information brochure
University of Calgary 1 Educational Psychology Orientation Handbook
Ontario Institute for Studies in 3 Contact was not established Education (OISE)
University of Ottawa 3 Contact was not established
University of Western Ontario 1 Handbook for graduate students in gradate education information and application leaflets
McGill University 3 Contact was not established
University of New Brunswick 1 No handbook available
Acadia University 2 Information on seminar and practicum in counselling information leaflet for M.Ed. students
Bibliography
American Psychological Association. (1994). Publication manual of the
American psycholo~cal association (4th ed.). Washingto~ D.C: Author.
Balian, E.S. (1974 ). The nduate research iUidebook: A practical
approach to doctoral and master's research. MD: University Press of America.
Behling, J.H. (1979). Guidelines for preparin~ the research proposal.
Washington, D.C: University Press of America.
29
Bowman, R.I..., Bowm~ V.E., & Delucia, J.L. (1990). Mentoring in a
graduate counselling program: Students helping students. Counsellor Education
and Supervision 30. 58-65.
Counsellin~ centre referral and community resources handbook. (1994). St.
John's, NF: Memorial University of Newfoundland.
The educational psycholou i"aduate student orientation handbook. (1995-
1996). Calgary, AB: University of Calgary.
Eliot, R.S., & Breo, D.L. (1984 ). Is it worth qyin& for?: How to make
stress work for you not a&ainst you. New York: Bantam Books.
Ellis, A, & Knaus, WJ. (1977). Overcomin& procrastination. New York:
Signet Books.
Ellis, D.E. (1985). Becomin& a master student (5th ed.). SD: College
Survival, Inc.
The i"aduate handbook: A pide for mduate stuqents and faculty
members. (1995-1996). St. John's, NF: Memorial University of Newfoundland.
30
Guidelines for the develo.pment and delimy of ~dance services. (1988).
St. John's, NF: Government of Newfoundland and Labrador, Department of
Education.
Handbook. &raduate students. faculty of education. (1994). St. John's, NF:
Memorial University of Newfoundland.
Klas, LD. (1993). Career pattern repon: Graduate students in
educational psychology MUN (1970-1992). CQGNICA January. 3-4.
Lakein, A. (1973). Bow to &et control of your time and your life. New
York: Signet Books.
A lifetime of leamin&: A resource book for marure and non-traditional
students. (1995). St. John's, NF: Memorial University of Newfoundland.
Long, TJ., Convey, JJ., and Chwalek, A.R. (1985). Completin~
dissertations in the behavioral sciences and education: A systematic ~ide for
&raduate smdents. San Francisco: Jossey-Bass Publishers.
Martin, R. (1980). Writin& and defendin& a thesis or dissertation in
psycholo&)' and education. n.: Charles C. Thomas.
·School of "'adurue studies calendar. (1995-1996). St. John's, NF:
Memorial University of Newfoundland.
The school psycholoiist in Newfoundland and Labrador: PoliQ'. IDJidelines.
and professional practice standards. (1992). St. John's, NF: Department of
Education.
Singh, A, Doyle, C., Evans, C., & Van De Hulst, M. (Eds.). (1995).
Graduate student researcb in the faculty of education. tm to January 1995:
Abstracts and reviews. St. John's, NF: Memorial University of Newfoundland.
Stewart, D.W. (1995). Developmental considerations in counselling
graduate students. Guidance and Counsellin& V.10(3) Sprina,. 21-23.
Vlisides, D. & Eddy, J. (1993). Graduate student orientation models.
Colles;e Student Journal 27. 96-98.
31
Appendix A
Annotated Bibliography
32
ANNOTATED BmLIOGRAPHY
Alberti, R., & Emmons, M. (1994). Your perfect ri&ht: A pde to assertive livin~ (Rev. 6th ed.). San Luis Obispo, CA: Impact Publishers.
33
This book teaches what assertive behaviour is and how to achieve it. In addition to basic assertiveness skills the book descnbes how you can become more assertive at home, at work, and in relationships. There are also chapters to help others deal with the new you and integrating assertiveness with the rest of your life.
American Psychiatric Association. (1994). Pia&J!Ostic and statistical manual of mental disorders (4th ed.). Washington, D.C: Author.
This is a manual developed for mental health care providers. Included in the manual are directions for use. Disorders which are usually first diagnosed in infancy, childhood, or adolescence. Also, all other disorders are descnbed in great detail with diagnostic criteria. It also contains ten appendices with further information.
Ansbek, TJ. (1993). The deadly diet: Recoverin& from anorexia and bulimia (2nd ed.). New York: New Harbinger Publications.
The focus of this book is to treat the client by dealing with issues in his or her life through cognitive behavioral therapy. It does not focus on food. It teaches the client through stress relievers, awareness of how his or her personality flaws has kept them in this disorder. It gives step by step instruction and assignments to help the eating disordered client become free and healthy.
Bauer, B.G., Anderson, W .P., & Hyatt, R.A. (1986). Bulimia: Book for therapist and client. IN: Accelerated Development Inc.
This book extensively covers all aspects of the eating disorder bulimia. It gives the therapist an understanding of the disorder via the epidemic, medical aspects, differences in individuals and personality. It then covers the treatment and therapy issues and recovery.
34
Brodsky, S.L {1991). Testizyin' in court; Guidelines and muim:; for the expert witness. Washington, D.C: American Psychological Association.
This book gives the practitioner insight into the court process procedures and how to prepare and present oneself. I liked the maxim, "from the earliest stage of legal activity, be certain to have mastered the foundations of your knowledge and role". The book includes many maxims such as above.
Campbell, D.P. (1974). If you don't know where you're lOin&. you'll probably end up somewher; else. Nile, IL: Argus Communications.
This little book was excellent. It succinctly addresses the components of career planning. I would recommend this book to young people and I will use it as a career counselling resource.
Dolan, Y.M. (1991). Resolvin& sexual abuse: Solution focused therapy and Ericksonian hypnosis for adult survivors. New York: W.W. Norton and Company.
This book is very useful to therapists trying to help their clients resolve their experiences of sexual abuse. Dolan describes an array of symptoms arising from abuse. She provides many techniques to work with the client, utilizing supports, and dealing with nonsupportive contacts. Much of her book deals with the healing process.
Hansen, J.C., & Campbell, D.P. (1985). Manual for the SVIB-SCII: Strona campbell interest inventmy form 1'325 of the stron' vocational interest blank (4th ed. ). Palo Alto, CA: Consulting Psychologists Press.
This is a manual used to descnbe the SCII and its development. It discusses reliability and validity of the test and of test components. It
· offers suggestions on interpreting the test results. An excellent resource to the sen test.
Lange, AJ., & Jakubowski, P. (1979). Responstble assertive behayiour: Co!mitive behavioral procedures for trainers. ll..: Research Press.
This is a very good resource book for conducting an assertiveness training group. It distinguishes among assertive, non-assertive and aggressive behaviour. It includes many exercises to teach assertiveness and the procedures to aid in changing behaviour. There is information on how to run different types of assertiveness training groups.
35
Linehan, M.M. (1993). Copitiye-bebavioral treatment of borderline personality disorder. New York: The Guilford Press.
This book is divided into four sections: The theory and concepts of borderline personality disorder, treatment overview and goals, basic treatment strategies, and strategies for specific tasks. The book consists of 526 pages of very detailed useful information to the user. I was interested in this book as a guide to assess a client. I found the book very interesting and with many ideas.
O'Hanlon Hudson, P., & Hudson O'Hanlon, W. (1991). Rewritin& love stories: Brief martial therapy. New York: W.W. Norton Co.
I really enjoyed this book. Its focus is solution oriented versus understanding the past. It offers many techniques to use with conflicts in relationships. Four factors for good lasting relationships are: skills, ethics, commitment, and humour.
Wincze, J.P., & Carey, M.P. (1991). Sexual dysfunction: A &Uide for assessment and treatment. New York: The Guilford Press.
This book is a manual for practitioners. It describes definitions of sexual function and dysfunction, diagnostic questions, and the assessment sexual dysfunctions of men and women are explained. Assessment and treatment approaches are discussed. It offers valuable knowledge on the topic.
Wolpe, J., & Wolpe, D. (1988). Ufe without fear: Anxiety and it's cure. Oakland, CA: New Harbinger Publications.
This book is a useful resource to understand the development, variety, and treatment of anxiety issues in clients. Through explanation of how anxiety /fear issues develop, the practitioner can gain insight into how
·-treatment is effective. The authors discussed treatments available to the client with anxiety issues. These treatments included systematic desensitization, behavioral analysis and behavior therapy. Within behavior therapy, the authors discussed treatments including assertiveness training, behavior reversal, sexual inadequacy, intense fear exposure, and fears based on wrong beliefs.
Appendix B
Intern's Evaluations
36
37
COUNSELOR EVALUATION FORM (Evaluator)
Counselor RobJn Thorne Evaluator E. Dayjs
Interview No. Clients first name Dale Noyember 7. 1995
Circle pertinent items by rating 1 (low achievement) to 7 (high achievement). If not pertinent, circle N/A.
Relatiomhi(!
1. Shows warm, genuine regard for client vs.
0 being cool, distant, aloof. 1 2 3 4 s 6 N/A
2. Shows accurate, empathic understanding of client vs. inaccurate understanding vs.
0 misunderstanding. 1 2 3 4 s 7 N/A
3. Communicates with openness. self·disclosure vs. inappropriate self-disclosure vs.
0 defensiveness. 1 2 3 4 s 7 N/A
Counselor Verballl:fon~rbA! JkhDviour
1. Strives toward understanding by reflecting, clarifying and questioning vs. making quick
0 judgements or lecturing. 1 2 3 4 s 7 N/A
2. Listens to clients vs. allows clients to ramble @ vs. counselor talking too much. 1 2 3 4 6 7 N/A
3. Supportive and encouragiug to client vs. quick, inappropriate confrontation or denial
0 of feelings. 1 2 3 4 s 7 N/A
4. Appropriate nonverbal behaviour congruent with verbal behaviour vs. incongruent non·
G) verbal behaviour. 1 2 3 4 s 7 N/A
Ex!Jioring the Problem
1. Accurately and quickly responds to important affect vs. missing affect, or excessively
0 attending to cognition/content. 1 2 3 4 s 1 N/A
2. Moves toward concrete description of presenting problem vs. abstraction, or cv unfocussed exploration. 1 2 3 4 s 7 N/A
3. Achieves a clear, concise understanding of
0 problem vs. a vague, general statement. 1 2 3 4 s 7 N/A
38
Problem Solyiy
1. Reinforces positive, growth-producing
0 behaviours vs. diminishing or ignoring them. 1 2 3 4 5 7 N/A
2. Explores client initiated options for problem- @ solving vs. directiag dicat"s possibilities. 1 2 3 4 5 7 N/A
3. Develops mutually agreed-upon behavioral
@ goals with client vs. imposes solution. 1 2 3 4 5 7 N/A
4. Utilizes appropriate strategies for problem-
@ solving vs. inappropriate. 1 2 3 4 5 7 N/A
5. Implements appropriate strategies for
(!) problem-solving vs. inappropriate. 1 2 3 4 5 7 N/A
Describe and/or comment below on strategies which were (or could have been) used.
6. Counselor has theoretical rational for chosen strategies vs. lack of awareness or theory for
(f) strategies. 1 2 3 4 5 7 N/A
Evaluation and Outcome
1. Was the process of this session satisfactory in terms of an appropriate and helpful
@ relationship? 1 2 3 4 5 6 7
2. Was the outcome of this session satisfactory? 1 2 3 4 5 6 7 ® Comments: (Includes counselor's strengths and limitations during the interview.)
Robyn.
I believe you started the internship with a good skill foundation, one example of which is the ability to quickly establish rapport with clients. I think you have exhibited a honing of listening and information-gathering skills in the weeks since. rve been impressed with your williagDess to read about and try new things - and also by your willingness to take on responsibilities. In the few weeks remaining, I hope opportunities will exist for you to gain more experience in focusiDg on in-session processes and perhaps even in how and when confrontation might be appropriate.
Elaine Davis
39
COUNSELOR EVALUATION FORM (Evaluator)
Counselor Rob.m Thome Evaluator E, Davis
Interview No. Clients first name Date J'lsv:mber 8. 1995
Circle pertinent items by ratiDg 1 (low achievement) to 7 (high achievement). If not pertiocnt, circle N/A.
Relationshil!
1. Shows warm, genuine regard for client vs. (i) being cool, distant, aloot 1 2 3 4 5 6 N/ A
2. Shows accurate, empathic: understanding of client vs. inaccurate understanding vs.
6) misunderstandiag. 1 2 3 4 5 7 N/ A
3. Communicates with openness, self-disclosure vs. inappropriate sclf.disclosure vs.
0 defensiveness. 1 2 3 4 5 7 N/ A
Counselor Verbal/Nonverbal Behaviour
1. Strives toward understanding by reflecting, clarifying and questioning vs. making quick
(:) judgements or leauriag. 1 2 3 4 5 6 N/ A
2. Listens to clients vs. allows clients to ramble
0 vs. counselor talking too much. 1 2 3 4 5 7 N/ A
3. Supportive and encouraging to client vs. quick, inappropriate confrontation or denial
f) of feelings. 1 2 3 4 5 6 N/ A
4. Appropriate nonverbal behaviour congruent with verbal behaviour vs. incongruent non-
(j) verbal behaviour. 1 2 3 4 5 6 N/ A
Explorin' the Problem
1. Accurately and quickly responds to important affect vs. missing affect, or excessively
0 attending to cognition/ content. 1 2 3 4 5 7 N/ A
2. Moves toward concrete description of presenting problem vs. abstractioa, or
0 unfocussed exploration. 1 2 3 4 5 7 N/ A
3. Achieves a clear, concise understanding of 1 2 3 4 5 @ 7 N/A problem vs. a vague, general statement.
40
Problem SoMg
1. Reinforces positive, growth-produciag (£) behaviours vs. diminishing or ignoring them. 1 2 3 4 s 6 N/A
2. Explores client iuitialed options for problem·
@) solving vs. directiDg clieDl's possibilities. 1 2 3 4 s 7 N/A
3. Develops mutually agreed-upon behavioral (i) goals with client vs. imposes solution. 1 2 3 4 s 7 N/A
4. Utilizes appropriate strategies for problem-(i) solving vs. inappropriate. 1 2 3 4 s 7 N/A
5. Implements appropriate strategies for (i) problem-solving vs. inappropriate. 1 2 3 4 s 7 N/A
Descnbe and/or comment below on strategies which were (or could have been) used.
6. Counselor has theoretical rational for chosen strategies vs. lack of awareness or theory for
@ strategies. 1 2 3 4 s 7 N/A
Evaluation and Outcome
1. Was the process of this session satisfactory in terms of an appropriate and helpful
@ relationship? 1 2 3 4 s 6 7
2. Was the outcome of this session satisfactory'? 1 2 3 4 s 6 7 ® Comments: (Includes counselor's strengths and limitations during the interview.)
Robyn,
In the four weeks since the •mid-term" evaluation, you appear to have maintained and improved your skill levels. I believe you've been able to make a start (and see benefits) in appropriate confrontations with clients. rve noticed that you've also had a chance to occasionally switch emphasis from content to process and I believe you've seen some benefits result. I have found you to be quick to grasp concepts and implement suggestions. One outstanding example of that was your assistance as co-leader of the assertness training group. My observations have indicated that your relatioaships with faculty, staff, interns, and students have shown a high degree of professionalism. I wish you succ:ess in your new position and in continued honing of your counselliDg skills.
Elaine Davis
The Educational Psychology
Graduate Student Orientation
Handbook
Table of Contents
Page
Welcome ........ . 1
Common Queries .
Administrative Structure . 5
Acronyms (you might run into) 6
Admission Accomplished, What's Next . 6
Introduction . . . . . . . 6
Registration Procedures . 1
Part-Time Students 8
Advising ..... . 9
Financial Assistance . .10
Study Space . .11
Mail Box . .. .12
Computer Resources. .12
Program Details . . . . 13
School Counselling . 14
School Psychology . 14
Program Core . . 15
Practica . . . . . 16
Over the Top (degree completion options explained). . 17
1
Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 23
What Esacdy Is A .. .
Thesis ... .25
Internship . .26
Project .. .27
Paper Folio .27
Becoming Registered or Certified. .28
Employment Opportunities for Educational Psychology Graduates. . .30
Future Connections . . . . . . . . . . .33
Student Support and Social Facilities. .36
Peers ............ . .36
University Counselling Centre . .36
Graduate Student Union (GSU) . .37
Current Educational Psychology Faculty. .38
Frequently Used Numbers. .39
Your Numbers. .40
Top Ten ... .41
Bibliography . . .43
Appendix A
Regulations for the Preparation and Examination of a Graduate Thesis and Internship, Project and Paper Folio Reports . . . . . . . . . . . . . 46
11
AppendixB
Confirmation of Admission Letter . . . . _ . . . . . . . . . . . . . . . . . . . 65
AppendixC
Thesis Research Expenses Information . . . . . . _ . . . . _ . . . . . . . . . 67
AppendixD
Library Carrel Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
AppendixE
Computer Lab Regulations and Account Application . . . . . . . . . . . . . . 71
AppendixF
Graduate Educational Psychology Course Description ..... . .. . .. . .. 74
AppendiiG
Major Research Interests of Faculty ofEducation Professors . . . . . . . . . . 80
AppendixH
Registration and Certification Criteria and Applications . . . . . . . . . . . . . 84
Appendix I
Applications for Professional Associations. . . . . . . . . . . . . . . . . . . . 99
AppendiiS
A li . ~ c nfc • 106 pp canon 10r o erence Aid . . . . . . . . . . . . . . . . . . . . . . . .
AppendixK
School Counselling and School Psychology Program Course Outlines . . . . . 109
Ul
Welcome
Congratulations! Welcome to the Educational Psychology program.
Well, don't just stand there. Come and meet your new friends.
Everyone is probably a stranger now, but as you work through your
courses some of these strangers will become your best friends. The same is true of your
professors. They may demand quality work but you can count on them for help when the
going gets rough. This is a good time to plan a group social and it's a great way to meet
everyone. Most new students experience some anxiety about their new commitment
called a Master ofEducation. You may be wondering what you have gotten yourself into?
What's it like to be a master's student? How difficult will the courses be? If you are
nervous or anxious, don't worry, it's normal and more than likely your fellow students feel
the same way. Just remember that if you did not have what it takes to succe~ you would
probably not have been admitted to the program.
So just what can you expect from the Educational Psychology program? The
purpose of this handbook is to answer that question for you. It is intended as a resource
to help you get a positive start in your program. It provides useful information about the
program, its organization, the people, and activities related to the program. It addresses
the questions and concerns of previous students which will likely be yours too. It hopes to
provide you with an overview of the entire program so that you will gain a perspective of
the wider counselling field. This perspective will help you integrate individual program
components, thereby getting the most from your courses and from your overall degree.
However, the information contained within this handbook is to be taken as informational
and advisory only. Official regulations regarding your program can be found in the
Graduate Handbook and/or The School of Graduate Studies Calendar.
2
This handbook is but one of several you should be aware of as a graduate student.
It is intended to cover all you will need to know, but almost certainly there are gaps. The
following handbooks are also very valuable to the new Educational Psychology graduate
student. Many of these are published annually. It is recommended that the responsibility
of your program and it's procedures rests with you!
o The Graduate Handbook: A guide for graduate students and faculty members
(available from The School of Graduate Studies)
0 Handbook, Graduate Students, Faculty ofEducation, May 1994
(available from Graduate Office, Faculty ofEducation)
o Guidelines for Graduate Studies in the Faculty ofEducation, Memorial University
ofNewfoundland (available from Graduate Office, Faculty of Education)
o Information Pamphlet: Per Semester Information for Graduate Students, Faculty
of Education (available from Graduate Office, Faculty ofEducation)
o A Lifetime of Learning: A resource book for mature and non-traditional students
(especially applicable to students new to St. John's or back to University after a
long break. Available from Office of Student Affairs and Services)
o Graduate Students Union, Memorial University ofNewfoundland Handbook and
Daily Planner/per academic year (available from the Graduate Student Union
Office; Room 2007 Field Hall)
o Graduate Calendar (available from the School of Graduate Studies)
3
D Abstracts of Theses and Reports (available from Graduate Office, Faculty of
Education)
Common Queries
Most new graduate students wonder about the new
' I program which they have started. This section will address
some of these queries.
1. How will my life change? The graduate program will keep you very busy just
completing the academic and field placement requirements. You will need to make
adjustments in how much time you have available for your spouse, children, and "luxuries"
such as sleeping. television programs or hobbies you pursue. You will find that time
becomes a precious commodity. Ellis (1985) is correct when he says. "'tis unfortunate
that time cannot be saved like wood for a stove or food for the winter" (p.4S). Suffice it
to say you will be very busy as a graduate student. You may find it helpful to refer to
Ellis' chapter entitled. "Time", in his book, Becoming A Master Student for ideas on how
to u~~ your time most efficiently. Other authors who have written on the topic include
Lakein (1973), How to Get Control ofYour Time and Life. Ellis and Knaus (1977),
Overcoming Procastinatio~ and Eliot and Breo (1984), Is It Worth :Qying For?.
2. Will the master's program be that different from an undergraduate degree? Most
likely, yes. Expectations will be higher for the quality of work you produce and the
commitment to your program. You will find that classes are longer in duration and
smaller in numben of students. The typical format will involve a seminar approach
combined with lectures, guest speakers, case conferenciDg, audio-visual, presentations,
field trips, and a great deal of required reading. Incidently, you may want to polish your
presentation skills, as you will be teaching and presenting to your classmates. Of course,
you will note a big difference in the minimum pass grade. It is no longer 50, but 65
percent.
3. Is there anything you should know about written work? An almost universal
4
expectation related to written assignments is they will be typewritten and written in AP A
style. AP A refers to the American Psychological Association. The association publishes
an up-to-date manual outlining specific procedures for preparing written documents,
Publication Manual of the American Psychological Association. (1994). A benefit of using
this writing style is that you gain experiences for writing your internship, project or folio
rep on, or your thesis, which follows those same guidelines. See Appendix A for the
regulations for the preparation and examination of a graduate thesis and internship,
project, and folio report.
Administrative Structure
Dean, School of Graduate Studies ER6038
I Dean, Faculty of Education
Associate Dean Graduate Programs
/E2007D ~ Staff Specialist E2007C
/ Secretary E2007E
Staff Specialist E2007F
Chair, Graduate Chair, Graduate
s
Chair, Graduate Chair, Graduate Program Comm Program Committee Post-Secondary Educational Leadership Education
Program Committee Program Committee Teaching & Learning Educational Psychology
The above diagram illustrates the administrative structure of the Education
Graduate Programs within the School of Graduate Studies. The actual people holding
these positions change, and therefore their names have been purposely omitted. Should
you require specific names, these would be available at the Office of the Associate Dean of
Graduate programs.
Acronyms (you might nm across)
EDPS: Edutational Psychology
SGS: School of Graduate Studies
GSU: Graduate Student Union
GO: Graduate Officer/Head
GA; Graduate Assistantship
TSC: Thompson Student Centre
Admission Accomplished, What's Next?
Introduction
Welcome to the Educational Psychology program
which is often referred to as "Ed. Psych" by it's students. The
Educational Psychology program offers two subspecialities:
School Counselling and School Psychology. The School of Graduate Studies has
conferred a total of 188 Master ofEducation degrees in Educational Psychology to
students like you since the program's inception in 1970.
6
All affairs related to the Educational Psychology program are conducted at the
Office for Graduate Programs, Faculty ofEducation and the Office of the Associate Dean
of Graduate Programs. These offices are located in rooms E2007C-F on the main floor of
the G.A Hickman (alias Education) Building. Telephone numbers are located in the
directory of this handbook.
7
Registration Procedures
All graduate students are registered through the School of Graduate Studies,
whose office is located on the 6th floor of the Alexander Murray Building, room ER6038.
The School of Graduate Studies (SGS) publishes The School ofGraduate Studies
Calendar and The Graduate Handbook. It is recommended that you obtain these
publications. They include the official regulations regarding student responsibilities with
which all students should be familiar, such as degree regulations, registration, payment of
fees, awards, and deadlines.
Upon admission into the program, you will receive a letter of confirmation from
the School of Graduate Studies (see Appendix B). Sometime later, you will receive an
information package to orient you to the program. Although actual registration takes
place through telephone registration, your required courses are selected for you by an
administrative staff specialist. The staff specialist coordinates the course offerings so that
core and prerequisite courses are completed early in your program. In addition to
selecting your required courses, the staff specialist will advise you of elective courses you
need to complete. It is important that you advise the staff specialist which courses you
intend to take and whether you intend to do a thesis, project, internship or paper folio.
This procedure insures that you do not register for a course for which you do not have the
prerequisite. Elective courses can be chosen from the selection of courses being offered in
any particular semester. This list is sent with the correspondence from the staff specialist
and is also in an information brochure for each semester, available at Graduate programs,
E2007F.
Telephone registration is provided by the registru's office. You will
receive a permit to register and a letter confirming your eligibility to
register. In a separate mailing you will receive detailed graduate
registration procedures. Two important points regarding registration are:
1. You must register for "Graduate Registration" every semester, regardless if you
are registering for other courses or not.
2. Registration is valid only if academic and financial obligations are met.
Once again, you are advised to refer to official publications for complete registration
details.
Part-Time Students
Part-time students adhere to exac:tly the same regulations and procedures as full
time students. An effort is made to give part-time students a selection of courses offered
in evening sections. Part-time students may wish to consult with the administrative staff
specialist when selecting elective courses.
8
It has been observed by some previous pan-time students that during the course of
their program they have felt isolated and disjointed from the program. This stems from
infrequent trips to the University and being physically separated from the full-time
students. To avert this, you are encouraged, to initiate and maintain social contacts, early
in your program. One suggestion is to connect with a full-time or another part-time
student for information and support. More ideas on social support are presented later in
this handbook.
9
Advisiag
Initially you will not be assigned to a specific professor to advise you on program
or personal matters. However, the people mentioned below will be able to address certain
concerns.
As you progress in your program and meet the individual professors, you will
undoubtedly find yourself going to them for advice, direction, supervision, and even
personaVacademic support. Eventually one will become your thesis, internship, project, or
paper folio supervisor. Your concerns can be addressed by the people mentioned below.
They are located in the Faculty ofEducation office (E2007C-F) known as Graduate
Programs, telephone 737-8587/3407.
Secretary:
The secretary can address concerns regarding appointment times with the Associate Dean
of Graduate Programs, thesis submission, registration procedures, and other general
program inquiries.
Administrative Staff Specialist ll:
One specialist addresses concerns regarding course scheduling, course selection,
registration, fellowships, and other inquires relating to courses, once you are on the
program.
The other specialist addresses concerns regarding applications, admissions, distance
education courses, and other inquiries relating to program content/requirements once on a
program.
Associate Dean of Graduate Programs
Chair, Graduate Program Committee
Individual professors in Educational Psychology
Financial Assistance
10
Full time students may qualify for fellowships, although these are
limited. They are valued at $4500 to $6500 per year. They are
awarded on the basis of undergraduate academic excellence. To be
eligible for consideration, an overall minimum average of 75 percent in
undergraduate courses is normally required. The awarding of fellowships is subject to the
availability of funds. No application is necessary; however, you can enquire at the office
of the Associate Dean, Graduate Programs (£2007).
Fellowships normally begin September lst of the year of registration as a full time
student. Students commencing full time study during the Wmter semester will also be
considered for fellowships beginning January 1st of the year of registration as a full-time
student.
Full-time students may also apply to be a graduate assistant (GA) during the Fall
and Winter semesters. GA's are remunerated for duties performed. These duties are
assigned by academic unit, in your case, the Faculty ofEducation. Such duties may
include assisting in research, assistant teaching, marking of assignments, or invigilation of
examinations. Application forms can be obtained from the Office of the Associate Dean,
Graduate Programs (E2007). More thorough information can be obtained in The
Graduate Handbook.
Students selecting the thesis option may have access to limited research funds.
11
This assistance is intended to help with expenses associated with research and thesis
preparation. These expenses may include questionnaire, trave~ or resource materials costs
incurred while executing your research. See Appendix C for detailed guidelines.
As mentioned previously, you may receive financial assistance through fellowships
or graduate assistantships. You should become familiar with other fellowships, bursaries
and scholarships outlined in the Graduate Calendar. The Graduate Handbook and
information about other funding from the School of Graduate Studies. Additionally, some
varied positions are available at Bitters, the Graduate Student Union lounge and
restaurant. Any students from the school setting may be eligible for funds through the
Newfoundland Teacher's Association. It is important that you are aware that only full
time students are eligible for any type of financial award. As a full-time student you are
not permitted to commit to any more than 16 hours per week to employment.
Study Space
Did you ever see a student burrowed away at a carrel
in the library? That could be you in a year or so. For the time
being, you will get tucked away in a room somewhere in the
G.A Hickman Building (alias Education Building).
12
Full-time students will be allocated a room, which they will likely share with two
or three other students, due to space limitations. These rooms are furnished with desks
and chairs. They are available for occupancy at the beginning of each semester. You can
refer to your semester information pamphlet regarding specific rooms available and inquire
at the Office of the Associate Dean for room allocation.
In addition to study space in the G.A Hickman Building, some h"brary carrels are
available. A carrel is a room available for research and typing located within the Queen
Elizabeth II Library. You should note that a student is discouraged from having a carrel
and an office because of the short supply of study space. There are only 68 carrels
available for all graduate students, both part-time and full-time. You will need to apply
for a library carrel through the School of Graduate Studies. Detailed information about
the policy, requirements and an application form for a carrel is included in Appendix D.
Mail Box
Have those people you used to call friends mail you a letter. The Educational
Psychology mail box is located in the mail room (El008). You will notice other mail
boxes; these belong to the other education graduate programs.
Computer Facilities
All education graduate students have computer facilities
available for their use in room E5006 and 5007.
There are 50 personal computers and two printers. A fee is charged for printing. In
addition to the equipment, there are available a computer consultant, a laboratory
instructor, and laboratory monitors who assist with software problems. There is also a
faculty co-ordinator for computing facilities.
13
To gain access to the computer room you must first apply for a computer account
from the office in E5008. Appendix E contains an application form and computer facilities
regulations. After you have an account, you will receive the code to gain access to the
room. Your account is good for the semester and will continue into the next semester;
however, you need to reapply each semester. Stem-net and e-mail accounts are available,
but you must apply for these through personnel in office E-5034, across the hall from the
computer room.
Program Details
The Master of Education in Educational Psychology has two
subspecialities: School Counselling and School Psychology. Upon
admission you have declared one of these subspecialities. There is
some overlap between the subspecialities, as they are more
complementary and integrated than discrete. The Department ofEducation's policy
statement (1992) supports such an integration, noting that depending on the area and
other resources schools have at their disposal, service delivery may be indirect through
consultation or direct to children and parents. However, the distinctions of each are
outlined below.
14
School Counselling
The school counselling subspeciality is designed for the preparation of counsellors
for educational settings. The focus will be on school guidance literature, including child
and adolescent learning/development, career education, and counselling psychology
(School of Graduate Studies 1995-1996 Calendar).
Generally, the candidate in the School Counselling program will not have a degree
or major in psychology, although they are required to have some psychology background.
For specific admission requirements to the Educational Psychology programs refer to the
reference entitled Guidelines for Graduate Studies in the Faculty ofEducation. (1995)
(p. 17). This program aims to prepare you as a counsellor, although some candidates will
also meet the criteria to become registered psychologists. Practica placements within the
program are in counselling settings. Employment prospects, upon completion, are
counsellor related. More detailed descriptions of counsellor roles and responsibilities and
guidance services are contained in the Department ofEducation's publication, Guidelines
For The Development And Delivery of Guidance Services, (1988).
School Psychology
The school psychology subspeciality provides preparation in the theory and
practice intended to prepare students for careers in school psychology. The program
integrates knowledge from both psychology and education with the development of
practitioner skills (School of Graduate Studies 1995-1996 Calendar).
lS
Candidates enrolled in the School Psychology program will have an undergraduate
major or degree in psychology, or its equivalent. This program is geared to a registered
psychologist track upon completion. Practica placements within the program are in
psychology or school psychology settings. The employment prospects will likely be for a
psychologist at a school board level or at an agency or institutional setting. The
Department of Education's publication, The School Psychologist in Newfoundland and
Labrador (1992), indicates that "the school psychologist is school board based" (p.6) and
that "the school psychologist has a role clearly different from the Guidance or Student
Support Services Co-ordinator" (p. 7). To gain a better understanding of the full scope of
the school psychologist's roles and responsibilities you are encouraged to read the
Department of Education's publication entitled, The School Psychologist in Newfoundland
and Labrador: Policy.. Guidelines And Professional Practice Standards (1992).
---- - - - - -- -
Program Core
The minimum requirements for all options of both programs are outlined for you
below. You should note that the programs for some candidates may exceed the minimum
requirements. Basically this means . . .
Thesis Route: 18 course units and a thesis
Intemsbip!Project/Paper Folio Route: 24 course units and one of internship
report, project report or paper folio.
All candidates in both programs complete course units that form a program core.
Courses within the program core will normally be prerequisites or corequisites to all other
courses in the program. The core courses outlined in Appendix K are as they appear in
the School of Graduate Studies Calendar. In addition, there are student worksheets
included with each course list. In Appendix F, you wiU find a complete listin& with in
depth course descriptions, of graduate Educational Psychology courses available.
------- -
Practica
The easy part was taking notes and doing presentations.
Now it is your tum to develop, practice and polish your new found
skills. Do not fret! You will be eased into the new learning via your
16
practicum course work. Your professors are kind people, they will gradually immerse you
so you learn little by little. Before you know it those new awkward skills will become old
hat.
The objective of the practicwn courses is to synthesize textbook learning and
hands-on experience. It is perfectly normal to feel a period of personal upheaval,
unpreparedness, and being overwhelmed. The experience has also been described as being
"gray and fuzzy". In comparison to regular course work the practicum courses are
exciting and positive experiences. On the other hand they do involve personal risk-taking.
You are cautioned about becoming emotionally invested in your clients or becoming over
involved thus neglecting your other courses. To prepare for your practicum work you
must become adept at working video taping and recording equipment. Also get used to
watching and critiquing yourself:
Practicum courses are scheduled by the Administrative Staff Specialists for full
time students. Part-time students should consult the staff specialists for the best time to
17
complete these courses. Practicum locations are arranged by the co-ordinating professors;
however, you do have input regarding your placement. A list of settings where practicum
placements have traditionally been available is held by the co-ordinating professors.
The practicum courses ofboth programs are listed below. Detailed course
descriptions of these are in Appendix F.
Both Programs: All Students
0 6702 - Counselling I: Theory and Practicum (2 units)
School Counselling With Thesis. Internship, Project and Paper Folio Routes
0 6704 - Counselling IT: Theory and Practicum (3 units)
0 6708- Group Counselling: Theory and Practice (2 units)
School Psychology With Thesis, Internship. Project and Paper Folio Routes
0 6753 - Practicum in School Psychology (2 units)
Over The Top (degree completion options explained)
Over the top is where you will be once you have completed all
counes and your choice of a thesis, internship, project, or paper
folio. Just think what a great feeling you will get banging your
framed degree. Do not get the hammer out just yet.
It seems this is where so many students get bogged down. Most
students do eventually finish their last requirement. However, it is
possible to save yourself this grief and aggravation.
18
Your first decision is choosing the option that is best for you. To help you with
this decision, information and particulars on the options is given below. It is advisable to
decide early in your program so that you can then prepare for the option throughout your
course and practicum work.
Good sources of valuable information are the reports of internships and theses
completed by previous students. The Centre for Newfoundland Studies in the Queen
Elizabeth II Library is one location of these holdings. These reports are helpful in that you
can get ideas about the types of issues and problems that have been researched. They can
also give potential internship settings and insight of what the internship experience offers.
Singh. Doyle, Evans, and Van De Hulst (1995) offer another resource entitled, Graduate
student research in the faculty of education from 1977 to Januuy 1995: Abstracts and
reviews. This book is a compilation of all titles and authors of master's reports since 1977.
These resources are valuable throughout the completion of your option. Regardless of
which option you choose, you will be required to choose a topic of relevance to research
in some manner. For many students the difficulty arises from not having a topic versus not
being committed to the task. The above resources will provide you with ideas about
topics and ways they have been manipulated and studied. Later in the process you can use
the reports' formats to guide your report.
Faculty professors are also useful when trying to decide upon an option or a topic.
Make appointments with professors to learn about their areas of research interest.
Appendix G contains a brief description of the research interests of professors within the
faculty of education. You could possibly do research in a related field. You should be
19
aware that professors are not obliged to supervise research or projects. Their function is
to guide and assist you through the process and make appropriate research related
decisions. You will be expected to be a self starter, resourceful and motivated to
complete your research or project. You may already have an area of special interest. If
so, you will need to decide how you want to explore your interest. You will also need to
read related literature, then formulate some possible research questions for study.
Martin (1980, pp. 4-5) alludes to two processes of topic selection that are certain
to result in frustration. These processes are called "dreaming in a vacuum" and the
"expedient" approach. The more detrimental approach of the two is "dreaming in a
vacuum". The student believes a research idea will come from an inspiration. The student
goes to parks, for walks, or to quiet places waiting for the inspiration. The "expedient"
approach is also an inappropriate strategy. In this case the student selects his or her topic
by choosing the subject sample, familiar statistical analysis, or readily available data. With
this in mind they proceed to try to find an idea that tits the situation.
Martin suggests that both of these strategies lead to students with ABO (students
who have completed !ll their required work hut the .dissertation).
The paper folio and project options are relatively new alternatives for degree
completion. To gain insight about these you could read reports on some that have been
completed. Previous students or students currently doing one of these options may be
able to offer additional information to help you make your decision.
To recap, choosing an option to complete your degree requirements can be a
difficult one. Although the decision is difficult, it is important not to procrastinate. You
20
should try to decide as early as possible. You should try to decide as early as possible.
You should try to decide as early as possible. This is not a typing error. It is a message.
Do you get the message? A reasonable goal would be by the end of your first summer
term. Future efforts can be towards choosing a topic and supervisor, understanding the
process of your chosen option, and/or selection of possible internship settings. Appendix
A contains the detailed guidelines, "Supervision and Regulations for Preparations for
Thesis, Internship, Project and Paper Folio".
21
THESIS INTERNSIDP
1. Select a topic, meet with potential 1. Learn about possible settings F acuity supervisors
2. Obtain interviews. select faculty 2. Select a faculty supervisor supervisor
3. Develop a proposal, obtain ethical 3. Develop goals for setting approval forms if required
4. Select topic for research or project, 4. Collect data obtain ethical approval forms if
required 5. Write Research Report
5. Develop a proposal 6. Evaluation of Report by External
Examiners 6. Simultaneously begin internship and research, Mid and Final Internship
7. Possible revisions to sections of the Progress Evaluation report
7. Write Internship Report with 8. Re-evaluation of Report Research Aspect
9. Thesis completed Degree conferred 8. Evaluation ofReport by External Examiners
9. Possible revisions to sections of the report
10. Re-evaluation of report
11. Internship and Research Successfully Completed Degree Conferred
22
PROJECT PAPER FOLIO
L Have a general idea for topic 1. Decide between three papers on one topic or three papers on three
2. Learn about possible settings topics
3. Obtain interviews 2. Meet with potential faculty supervisors
4. Select a faculty supervisor 3. Select a supervisor or supervisors
5. Select a topic for Project 4. Develop a proposal
6. Develop proposal for Project S. Integrate original component in
7. Obtain ethical approval if required each piece of work
8. Carry out needs analysis for 6. Work in consultation with intended project supervisor(s) to prepare paper folio
for evaluation 9. Carry out preliminary testing and
formative evaluation of Project 7. Evaluation of paper folio by where appropriate external examiners
10. Produce the final product of the 8. Possible revisions to sections of the project report
ll. Write the Project report 9. Re-evaluation of report
12. Evaluation of report by external 10. Paper Folio successfully completed: examiners Degree Conferred
13. Possible revisions to sections of the report.
14. Re-evaluation of report
15. Project and report successfully completed: Degree Conferred
23
Proposal
The word "proposal" can create anxiety for many students. The word itself is not so
bad, but it represents fear of the unknown. Most students did not hear about proposals as
undergraduates, let alone have to develop onel Okay, breathe deep, relax. A proposal is
kind of like a term paper. You segment the work: into manageable chunks. Little by little
the proposal will come together. The background work for the proposal becomes part of
your report when the research or project is completed. You will be required to develop a
proposal for any of the completion options. These may ~-ary slightly.
To get started you can do some reading on the subject. Some resource books are
listed below.
1. Balian, E.S. 91994). The graduate research guidebook: A practical approach to
doctoral and master's research. MD: University Press of America.
2. Behling, J. H. (1979). Guidelines for preparing the research proposaL Washington,
DC: University Press of America.
3. Long, T. J., Convey, I. I., and Chwalek, A R. (1985). Completing dissertations in
the behavioral sciences and education. A systematic guide for graduate students.
San Francisco: Jossey-Bass Publishers.
4. Martin, R. (1980). Writing and defending a thesis or dissertation in psycholo&,V and
education. Springfield, ll..: Charles C. Thomas.
Behling, (1979) has specified some ofthe purposes for writing a proposal (pp.2-3).
He states the proposal:
24
• Is a document used to convince academic bodies that your research/project is worthy
of attention and/or is valuable as it may contnoute to a body of knowledge.
• Is a study plan which is followed through the course of the research or project.
• Is a device to help guide the development of the research process.
• Gives continuity to the various steps and stages of work and order to the research
effort.
• Helps the researcher focus on the time and energy required and the overall feasibility
of the research.
• Forces the researcher to think through the steps involved in the process. The writing
will force you to take a direction which shapes the research and the procedures for it.
• Acts as a guide for the hypothesis testing process.
• Serves as the basis of the first three chapters of the final research report.
Proposals are like most everything else, in that there are variations among and within
them. Despite the variations there are general commonalities of proposals. An outline of
a proposal is described below. The Handbook. Graduate Students. Faculty ofEducation
( 1994) also contains a thesis proposal outline.
Introduction:
• Introduction to the Problem
• Purpose of the Study
• Hypothesis and Research Questions
• Definition ofTerms (If applicable)
• Significance of the Study
• Assumptions and Limitations
Review ofLiterature:
• Historical Background
• Theory Relevant to the Major Research Question
• Current Literature
Method:
• Population and Sample
• Instruments
• Validity and Reliability
• Design and Data Analysis Procedures
• Materials, Tasks and Treatment Conditions
• Procedures
What Exactly Is A •••
Thesis
25
A thesis in its simplest description is a piece of research. As a student you will be
expected to select a topic, then define and develop it into research. Your research on the
topic will contribute something new to the field and the findings usually have some
generalizability. The proposal you develop will be the blueprint guiding your research.
26
The thesis option may be an advantage for any students aspiring to doctorate work.
Some PhD programs will require a master's degree with thesis as a prerequisite. Students
pursuing the thesis option may contact the Associate Dean of Graduate programs in
E2007D or the Program Chair to discuss the thesis topic and to secure a thesis supervisor,
or may contact individual professors for ideas and guidance.
Financial assistance is available to some students doing a thesis. These funds assist
with the expenses of research and thesis preparation. Full details are outlined in Appendix
C.
Internship
An internship is as close to the "real" working world as you will get, except you will
not get paid. You will spend twelve weeks working as a full-time counsellor or
psychologist in a setting selected in consultation with your academic supervisor and the
intended setting. You will assume most of the regular duties of the setting under
supervision. The internship provides an excellent opportunity to gain more practical
experience. Regarding internship sites, you are not restricted to the city. There are
options to do your internship elsewhere in the province, country, or at the Harlow Campus
in England. To investigate the specifics about these alternate sites contact the Associate
Dean of Graduate programs or the Program Chair.
An additional component of the internship is that you will be required to carry out a
small scale piece of research or develop a meaningful project applicable to the setting.
The internship project or research would likely be smaller in scale than a thesis or project,
but of a high quality.
27
Project
The project is a recent development as a degree completion option. It is descnbed as
a reflective development of programs, curricula, policies, or other materials that have
practical applications. It usually involves working closely with a setting to develop a
useful document. You will likely have both field and faculty supervisors while developing
your project. Some examples may include: the development and implementation of a
tragic events response team; guidelines for behaviourally disordered students in our
schools; or guidelines as a response to violence in our schools.
Paper Folio
The paper folio is a recent development for a degree completion option. It consists
of three pieces of work related to the field ofEducational Psychology. You must
integrate an original component in each piece of work. Depending on whether you choose
to do three papers on one topic or three papers on three topics, you may have one or more
supervisors. An example of a paper folio might be three papers on Attention Deficit
Hyperactivity Disorder (ADHD).
You are reminded to refer to Appendix A for more complete details on the
guidelines for the thesis, internship, project, and paper folio.
Becoming Registered or Certified
As a person you are registered with the Department of Vital
Statistics. your vehicle and home are registered and your savings
can be registered. Did you really believe you would become a full fledged counsellor or
psychologist and not be registered?
28
Historically, professionals in your field have not always been registered by a
governing body. However, with progress and accountability, registration and certification
is becoming less of a choice and more of a well accepted procedure.
In Newfoundland, registration as a psychologist is available through The
Newfoundland Board ofExaminers in Psychology. This board will grant you licensure as
a registered psychologist for Newfoundland. Certification for school counsellors is
available through the Canadian Guidance Counsellor Association (CGCA), which offers
national certification of school counsellors.
Authors of The School Psychologist in Newfoundland and Labrador (1992),
outline in the section entitl~ Educational Standards for School Psychologists, that you
"will have fulfilled the mandatory standards outlined in an ACT TO PROVIDE FOR
REGISTRATION OF PSYCHOLOGISTS (1985), and to the professional training,
qualifications, and assessment requirements as outlined in this policy statement" (p. 21).
The criteria for eligibility for becoming registered are outlined in Appendix H. It
will provide you with complete details on this topic. You can also contact the Registrar of
the Newfoundland Board ofExaminers for other questions you have which are not
answered through the information provided.
29
The CGCA offers to its members Canadian Counsellor Certification (CCC). The
purposes for CCC are to establish a national certification process, identify counsellors who
have obtained Canadian Certification. and to maintain a register of certified counsellors.
The CGCA believes that certification promotes professional accountability and visibility.
It identifies to the public and professional peers those counsellors who have met specific
professional standards. Additionally, certification encourages the continuing growth and
development of counsellors.
Interestingly, once you have acquired CCC you are required to maintain your
certification every three years. Appendix H contains complete information and
applications forms regarding CCC.
Employment Opportunities
For Graduates Of A
Master Of Educational Psychology Program
30
As a student of counselling or psychology you may sometimes ponder about the
potential employment opportunities available upon completion. The interpersonal skill
training received through your programs becomes applicable to settings other than schools
only. Professions such as ministry, law, teaching, administration, publicity, and others
draw upon the skills you will possess.
Klas (1993) has researched the professional career trends of formed Educational
Psychology students. The findings of his work are presented in the tables below.
1.
2.
3.
4.
s .
6. -
1.
8.
9.
10.
u. 1%.
ll.
14._
lS.
16.
11.
31 J'AIITB l
PllOFESSlONAL GUlBBil PArl'lliiNS 01' PORifBII srrJDBNI'S OF GRADOADl l'llOG&UI IN llDUCAriONA£ I'SFCilOUJGY
I'AClll:lT 01' BDlJCAI70N, IBJN (U'II-l9nJ
I'DCilN'I'AGB OF
. N ~nllAfrON aarDAa&t (tJllrOP2QJ JN•ZGJ
Quicfance and CgunafUnc (la·U) 171 65.1"
.. K·l% Scbaol System {149) (57.3) b. Post-secaadary Sprem (uaivenity, .rec:tmicd ricxM. (9) (3.4)
carmnuai&y colJeaa. asarsiq) c. Hospicai/H-.ldl s.aiap (4) (t.j} d. Ocber CQmnnmjcy Apacia (4) (l.'l .. Social Sa nc. (3) (1.%) (. CEIC (2) (.1)
~~- ~- .. -1 Jlt-12) If 7.2$
- - ·~- - ., - _. 11 6.11
_ .. _ ~- - _.._ . ~
CE·l2l 12 4.51
Unjymjcy Irii:1 (Ill p~tdwlo11. •·•mn•l .... 1 .•.• ,...,. ... , 9 ].43
Coor4inlfWIA4mjniJ'Ptpr jp IC·IZ _JDdlqr Ypiymjrt ~!Ulna ' %.33
- (M~ (Jt-12) 4 1.53
t--- 4 1.53
J2eaattment gf idpglism. eaz'-iasill Qavmnml . ... ··--·~ l 1.14-'· .. _._ ~- -• -- _.. l 1.14
~ _ia-- .L.I~--. ···- 1 <1.0
1 <1.0
-- _._~_
~~·~ 1 <1.0 I
Pllhlie r- •n 1 <1.0 ... .J. 1 <t:o
Militar~ 1 <1.0
Jlnaldllll Palmi• 4 1.53
(.
2.
3.
4.
s.
6.
1.
8.
9.
10.
11.
12.
13.
l4.
15.
16.
17.
TAIIl.B% I'ROFBSSIONAL CARBBR PATl'BllNS 01' POilMBll S2 UDENT'S OF GllADUATB PROGRAM IN BDUCATIONAL I'SYCilOUJGY
l'AClJLlT 01' llDUCA'Z'ION, IIUN QJN.Da)
l'DCIIN'rAGB 01'
l(JI'f/LAf'ION ca .... •aar .u& (N•
Quicb.nee and Caunseflinc (l&•lf) 42 64.6
a. JC-12 SchGo1 Spum (3.5) (53.1}
b. Posr--=ancfary Syaem (uaiversity I '«bical sc!laofs. (l) (<%.0) communicy c::ollqa. aania&J .
c. HospicaUHald& s.aiap (1) (<2.0)
d. Od&a' Co 'll''"i'Y Apacia .. Sac:ial SW.ica (l) (4.6}
f. CEIC (3.0}
7 10.1
6 9.2
l 4.6
<=OO!djnatqr'Ad'Pinimmr m s-•z ad/Or Yman
<C·lll 1 3.0
lawyer
1 <2.0
1 <2.0
l <2.0
l <2.0
tlnable tp ·Dw• miat l <2.0
32
Future Connectioas
You may not realize it right now, but as you progress
through your program you are gaining a new identity. You
are becoming a school counsellor or school psychologist.
Although you will learn much of what you need to know
33
through your courses, much learning also transpires from your colleagues in the field. The
best way to tap into this knowledge and expertise is to join relevant associations. You can
also become familiar with the relevant professional journals and you may choose to
subscribe to selected ones. For continued professional growth you can attend conferences
and workshops when they become available. As the old saying goes "there's always room
for improvement", and there is really no excuse, with all these resources available.
To assist you in this pursuit the chan below provides the names of some
commonly known associations you may be interested in. Application forms to join these
associations are contained in Appendix I.
1 J • 1
dfJJ ·U f t I l'af 1 ~.~.i I !t 8 1 18l) ~ ~&~~s 1--J'I lJidJ JJ 1 u lt~J
34
d~j fi I ~ . J!.h
tiU . 1 Jt-11 I Ia ~s~{ hi-~ :E ls< s .1 1
ijil s •1 !lt·i. iJ~) ~ .~-·1 u'5 1 &I ~c3
~ ·4·1 ·d!~l l!t I J.J llJi;t JU tf.s:~}.1 r.• ~~~ !ce-1e!&·s
"' ~"' "' !;a2"' .I ii , ..... MQ
JIUU u ~ ~
I 2 ·I
lf:t ) . '5p~ ~It d1 d ~ J ~ ~ CJI:I.
:a. u I
lift
Student Support and Social Facilities
As you pursue your program in Educational Psychology, you will
most likely find it exhilarating, yet stressful. The nature of the
program involves self examination, which can have an impact on
yoursel( your family, and friends. It is important for you to
36
recognize and understand this common occurrence. Developing a support network in and
out of your program will enable you to deal with any personal challenges you encounter.
Peers
Your friends will be valuable. You can support each other and share information
during your program. Students in the year ahead of you will also be able to offer much
information on program details. At the University of Calgary, the students and faculty in
the Educational Psychology program recently published a graduate student orientation
handbook (1995-1996) in which they described the development of a system of peer
mentors. Although such a system is not in place at Memorial, your group could initiate it.
To do so, students already enrolled in the program could volunteer to become peer
men~~rs. Names, telephone numbers, and program would be compiled in a list. These
students would be willing to chat with new students about questions they have and their
experience in graduate school.
University CounseUing Centre
The Counselling Centre is staffed with registered psychologists. They deal with
personal, career, and academic problems. Should you feel you want to see a counsellor at
the Counselling Centre the service is free of charge to students.
37
Graduate Student Union (GSU)
You became a member of the Graduate Student Union upon registration. The
Graduate Student Union is an organization for graduate students run by graduate students.
They strive to represent graduate students in academic issues and assist in difficulties
between an individual and the university. The Graduate Student Uuion is located in Room
2007 at Field Hall, 216 Prince Phillip Drive. Included within the structure of the Graduate
Student Union is a department representative for Educational Psychology. This person
can listen to concerns or opinions you may have and give them a voice at the board of
directors' monthly meetings. Some funding is also available through the Graduate Student
Union. You may be eligible to receive funds to participate in a conference. Appendix 1
contains an application for conference aid. There is also a maximum of$500.00 available
to departments each year. Your representative would be able to elaborate on the
application process of these funds. Additionally, the Graduate Student Union produces an
annual Handbook and Daily Planner. This user friendly handbook will give you a yearly
calendar, information on the Graduate Student Union, St. John's, funding, and other
tidbits.
You will be working hard, so remember to relax sometimes.
You are encouraged to make time for some socializing during your
program. "Bitters" is the Graduate Student Union student lounge
and restaurant. If someone is a social organizer you could plan a
social to be located at Bitters. Previous students really emphasize the importance of
regular social activities to keep in good spirits and remain connected. Other options for
38
relaxation are to avail of the facilities of one of the many programs available through
MUN physical education. The Graduate Students UniOn Harulbook and Dmly Planner
1995-1996 elaborates on the extra curricular activities at MUN (pp. 23-24). Of course,
you will find there are many places to drink cotfee and relax too.
----~ · - - -
Current Educational Psychology Faculty
Dr. Edward Drodge. . . . . . . .
Dr. Norm Garlie.
Dr. Gary Jeffery.
Dr. William Kennedy .
Dr. Tim Seifert . . . .
. . . . 737-7614
. . .. 737-7611
. . .. 737-7654
. . .. . 737-7617
. . .. . 737-4470
Bitters Bar and Restaurant
Bookstore . .. .
Cashier's Office .
Frequently Used Numbers
Counselling Centre/Career Planning Centre . .
Graduate Studies . . .. . . . . ... .. . .
Graduate Educational Psychology Telephone Room.
GSU: General Office . .. .. .... .. .. .
Legal Aid . . . ... . . . . .. . .
Library: Health Science Centre .
Library: Queen Elizabeth II . .
MUN Daycare Centre . . . . .
MUN Physical Education . . .
Office of the Associate Dean .
Registrar's Office .
Security .... . .
Sexual Harassment Advisor . .
Student Health Services .. . .
Student Employment Centre .
Student Aid . . . ... .. . .
Student Affairs and Services .
39
. . 737-3300
. . 737-7440
. . 737-8228
. 737-8874
. 737-2445
. 737-3500
. . 737-4395
. 753-7860
. 737-6671
. 737-7425
. 737-4728
. 737-8675
. . 737-8587/3407
. 737-4474
. 737-8561
. 737-2015
. . 737-7597
. . 737-2033
. 722-2688
. 737-7594
University Chaplains
Anglican ..
Pentecostal
Roman Catholic . . . .
Salvation Army . .
United Church .. .
Walksafe ........... .
Name & Address
Phone Directory
Telephone Number
40
. .. .... 737-4373
t:.Mail
. 737-4374
. 737-8589
. 737-4375
. 737-4376
. 737-3737
41
Top Ten Things You Need To Do!!!
TOP TEN
1. Take a tour around campus. Include TSC, Libraries, Bookstore, Bitters, Graduate
Studies Office, Office of the Associate Dean, Computer Room, Mail Room, and
the Registrar's Office.
2. Get your ID card at the TSC, get it updated for the semester at the Library.
3. Apply for a computer account at room E-5008.
Apply for your E-mail internet account address at room E-5034.
4. Get a study office and keys assigned to you. See personnel at the Office of the
Associate Dean for this.
5. Inquire at 4 above for mailbox key.
6. Collect all the handbooks that will assist you. They are listed in the front of this
·· handbook.
7. Find out time and location of first orientation and information session given by the
Associate Dean of Graduate Programs.
8. Plan an informal get together with fellow students. Invite second year students, as
they will have much advice.
9. Buy a detailed daily agenda.
10. Pat yourself on the back. Congratulations, you are on your way to a whole new
life.
42
BibUography
American Psychological Association. (1994 ). pqblication manual of the
American psycholo~Pcal association {4th ed.). Washington, D.C: Author.
Balian, E.S. (1974). The m<fuate research &J1idebook; A practical
approach to doctoral and maste(s research. MD: University Press of America.
Behling, J.H. (1979). Guidelines for prswarin& tbe research pro.posal.
Washington, D.C: University Press of America.
43
The educational psycholou;y ~Uflduate student orientation handbook. (1995-
1996). Calgary, AB: University of Calgary.
Eliot, R.S., & Breo, DL {1984). Is it wonb dyin& for?: How to make
stress work for you not apinst you. New York: Bantam Books.
Ellis, A, & Knaus, WJ. (1977). Overcomin& procrastination. New York:
Signet Books.
Ellis, D.E. (1985). Becomin& a master stydent (5th ed.). SD: College
Survival, Inc.
The ~aduate harulbook: A &nide for &rnduate students and faculty
members. (1995-1996). St. John's, NF: Memorial University of Newfoundland.
Graduate students union handbook and daj],y planner 1995-1996 {8th ed.)
(1995-1996). St. John's, NF: Memorial University of Newfoundland.
Guidelines for the develo.pmept and delivery of pidance seryic~s. (1988).
St. John's, NF: Government of Newfoundland and Labrador, Department of
Education.
Guidelines for &mduate studies in the faculty of education. memorial
university of newfoundland. (1995) [Brochure]. SL John's, NF: Memorial
University of Newfoundland.
44
Handbook. &Jjlduate studems. faculty of education. (1994). St. John's, NF:
Memorial University of Newfoundland
Klas, LD. (1993). Career pattern report: Graduate students in
educational psychology MUN (1970-1992). CQGNICA. January. 3-4.
Lakein, A. (1973). How to ~t control of your time and your life. New
York: Signet Books.
A lifetime of leamin&: A resource book for mature and non-traditional
students. (1995). St. John's, NF: Memorial University of Newfoundland.
Long, TJ., Convey, JJ., and Chwalek, A.R. (1985). Completin&
dissertations in the behavioral sciences and education: A systematic ~de for
graduate students. San Francisco: Jossey-Bass Publishers.
Martin, R. (1980). Writin& and defendina a thesis or dissertation in
psvcholo&r and education. IL: Charles C. Thomas.
·school of wduate studies calendar. (1995-1996). SL John's, NF:
Memorial University of Newfoundland.
The school psycholo&ist in Newfoundland and L.abra<lor: Polis;y. IPJidelines.
and professional practice standanJs. (1992). SL John's, NF: Department of
Education.
45
Singh, A, Doyle, C.. Evans, C., & Van De Hulst, M. (Eds.). (1995).
Graduate student research in the faculty of education, 1977 to Japuary 1995:
Abstracts and reviews. St. John's, NF: Memorial University of Newfoundland.
Appendix A
Regulations for the Preparation and Examination of a Graduate Thesis and Internship, Project and Paper Folio Reports
46
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sadl dllt ame•e's dlllil c. he wrialaia*-6 to 10 • •lw-' a PhD tbesis ia abau& tt ••dhs 1'1lis MiliDa Jllliad will'- pnc 1 H 1IJ a plliad of iavaliplive II ida. N1 .......... 'llllaald be tGn I ly CII'IIJlaat 1D c:lh"'!Qie "ijer!l tbat .. too •nti•i• art.oo blaldly cWjtwl llldl dill dllir pralfllll&.•an CMrly lq. ·
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(v) The pns•P•?iaa af sdentific dll& (tabla, Sprcs. cbans, ~) amt c:aafbrm to the n=quinaullla oltbe·specific di.:ip6• ·
(vi) The dlesillllllt meec tile llaDdanls IIMI reqaim•H'• estabfislwl by die Nadcmal Library of Can+ 1he to=lluical sprritimicm wan...t ill tbele replaticms ad
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ne tbesisln=palt IIBISt bave a m~c paae. tlble of am~••· JiiiS of tables. &pres IIIIi plala. abanct, - & Iii& oflcfisaw. Odler .ai ....... ~II""'', a dedicaricm or IPP""dicel may be UriJded a appaopd11e. Cbapten may be prepared .. illividaiiPIPU*Iady for plblicPri- iD lamed jaurDIIs. Bawaer, if'tbis tbnall is fallowed, dMn sbaukl be liD •• ,. c gry
49
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If J lf~S f f~ I f i ~
________ MDIIDrial Universitjl8j"}}r#falouiland Grrzdsuzt6 Handbook
When a candidate has been granted a pass and bas made the necessary modifications; three cepies of the final corrected version of the thesis, accompanied by a completed form . (appendix N) recommending that the student be awarded the degree, are submitted to the office of the dean by the~ of the academic unit. Jfthe dean accepts this recommendation, the candidate's name will be presented to the Academic Council of the School of Graduate Studies for approval, and then to the registrar for transmission to the s~~ .
(d) Corrections and Revisions- Tune Limit Minor: The final version of a doctoral thesis found acceptable with or without corrections, shall be submitted to the SGS within six months of the date on which the thesis/report and the enminers' reports are returned to the student's academic UDit. If a corrected thesis is not sub~ within six months the student is considered to have withdrawn from the pro8ram. After this time, the student must apply to be readmitted.
Major: Doctoral theses requiring re-examination shall be resubmitted to the SGS within 12 months of the date on which the thesis and the examiners' reports are returned to the student. Students reqWring resubmission and re-examination of theses must ma;ma;n their registration during this period. Failure to resubmit the revised thesis within 12 months will result in termination of the students program.
Grmfuadon Prot:l!l'llln Candidates exp~ to graduate at any particular convocation must inform the SGS, upon which they wiB be given an Application to Graduate (appendix M). lbis application, along with a processing fee of$30, must be completed and submitted to the Office of the Registrar at least by the time of the submission of the thesis or report, or if applicable, by the date of the final comprehensive examnarion, 3ml for MBA candidates in the final semester ·or course work. (MBA students should alert their assOdate dean when they are in their final semester so that the neceuary recommendtzljon is forwarcled to the SGS in time.)
Termination of Program/W"Jtluirawal The grounds for termination of a graduate program are as follows:
(1) (a) Wlure to obtain the required grades in courses as stated in the appropriate degree regulations; ·
(b) failure in comprehensive examinations;
57
tiUIDBJNES FOR IN'I'ERNiliBI', M0JECT AND PAI'ER FGUO 58
An internship is a program elective avlilable to candidates aft8r or nur me completion of course wark, and where applicable, completion of appropriate practica, and/or me acqui8ition of profeaion.a experfMce. It can8i8tl of an organized aqu.,ce of 8UP8fViAd acdvitia in which int8ma have the opportunity to exercise profeaion• rupon8ibilitia which .. aaoc:iatlld with 1he profellional role for which they are preparing and a raeuch report an .,.. 81PIICt of the ... of study of the intem8hip. Tbe research should be .,ch m.t it islntagrated within the ovlll'llll abjec:tfvu of the imemship end is conductad at the work site. These activmes should be such that imams .. aaured both· a depth and breadth of experience.
The purpose of the internship is to provide appartuniti• for:
1. the development of personal and prafeaionat competllncies for each intem based an his/her needs, previous experienca, and career ptans:
2. practical experiences that will bring into focus the theoretical compo-,ent of the program:
3. practical experiences that wiD enable the imem and the FacultY to evaluate the imam's professional and personal competencies;
4. the development of research and problem-solving skills appropriate to the needs of the intem and the setting, considering the nature of the placement and the intem's career goals; and
5. feedback to the Faculty which will serve to inform further pragram development.
FOUO
1. The Foiio should be comprised of tbrn Rite• gf wqrts that are related ta the Student's field of study. Each piece may deal with 5e11arate topics or mav be related, one being an extension of the other, for example, one article may provide a historical perspective.
2. Each piece af work must have an original camponent. far example. interpretadon or analy•i.
3. Ideas can evolve from the course warlt but must extend that work. The student cannat simply tatate id- PI'WHiibtd in cauna \wart. Far example, the course in HUIMII La..Ung and Mativlllion _examin• the tapics of .uribution theary, alf-effic:acy. met goal theory • contemporary theories of motivation. While each is examined • it appfi• ta educadon81 practice. historical development is not covered in the course; therefore. a hiamricat review of one or more of then thearia would be .. appropria111 piece far the folio.
4. The folio may be supervised by one person. or in same caes, more than one person if the papers deal with unrelated tapics.
I'ROJECT
1. The project report is to be a reflective development of programs. curricula. policies. and o1her materiaJs that have prac:Ucal application.
SETTING FOR THE INTERNSHIP AND PROJECT
The following should be considered in selecting a setting:
1. the availability of on-site professionals with competence. desire and time allotment to provide on.going supervision and to collaborate with faculty personnel· in the delivery of the program;
2. the opportunity far a varietY of experiences consistent with professional goals.
SUPEIIVISION OF THE INTERNSHIP, PROJECT OR PAPER FOUO
Seltt:tfiJn qt tb• Fllfilllty §u,.,.qr
The selection of Facu·ltV Supervisors is coordinated by the Aaociate Dean of Graduate Studies and InstrUctional Services, taking into consideration administrative and·persannel factors such u workload ~d availability.
Faculty Supervisors must meet the following criteria:
1 • normally hold a doctoral degree appropriate to the area of study:
59
2. have a minimum of twa ye.s prac:1fcal experience in the ana of the stud~s program or ita equivalent 1nd
3. have sufficient -.. • deterrninld by the Faculty, to carry aut the responsibilities aaoc:iated with being a Faculty Supervisor.
1. AssistS 1he student in developing a proposal that meets the goals of the internship, project or paper folio.
2. Ensures that the papers ar repans .. an acceptable standard prior tD submission for evaluation.
3. {For 1/ltlltniiiPI. ldemifies possible internship settings appropriate to the intem's·program of studies and the internship aa• and mairnaina contact with the an-site supervisor.
4. /For P.p• Fol/oJ. To provide advice and guidance in the selection and refinement of the topics; the development of a propoal which is to include a rationale, a statement of purpose, and a dfacuaion of 1he acape and the significance of each folio piece; ~e research for ach piece: and in the preparation of the written folio pieciL Alia, recanauends ta the student appropriate faculty with whom the student shouJd consult for each Folio piece.
5. (For Ptojet:t}. To provide advice and guidance in the selection and refinement of the topic; the development of a prapaat: the execudan of the steps of the project; needs analysis, development of the project. pretiminarv testing, formative evaluation, and praemation of the flnlli praduct: 81d in the preparation of the written project report. Also recommends to the student appropriate facuJty with whom the stUdent should consult.
(See also Section 8 far additional responsibilities of the Graduate Supervisor.)
SELECTION AND RESPONS/BIUTIES OF THE ON-siTE SUI'ERVISOR tlntemdipJ
SrltH:tlqn
The selection of On-lite Supervisors is made by the Associate Dean of Graduate Programs, in consultation with ~propriate Faculty members and the receiving school board. agency or institution. On-site Saperviaors must meet the following criteria:
60
1. hold a Mater's degree or ita equivatem apprapriabl ta the work of UUt Intern. and a minimum of twa .,. .. apprapriaal experience;
2. be involved full-dme in a profeaianlll rale compatible with the intern's program: and ·
3. have the sufficient 1fme. • determined by the Faculty, to consult with the intern and the Facultv Supii'Yisor. .
Rtrpqndflltln
The On.site Sup.-visor:
1. provides leadership intended to enhance the imam's opportunities for intellectuaJ grawth and development as a competent and cantributlng member of his/her profusion. In this respect. the On-site Supervisor warks with the intern tD provide himlher with opportunida eaem1at to the fulfilment of the internship objecciva and which provide the intern with the aasfac:Uon af making a contribution to the field af study.
2. is reasonably accessible to the intern far consultation an an an-going basis:
3. provides supervision af the intern consistent with the expec:tauans af the internship; ·
4. advises the Faculty Supervisor of any concerns with respect to the intem or the delivery of the pragram:
5. after consultation with the intern and the Faculty Supervisor, provides a written formative mid-term pragraa report with a copy to the imam;
6. upon completion of the internship, submits a written report to the Faculty Supervisor,
. 7. makes satisfactory arrangements for the supervision of the intem when he/she
is an extended ~sance tram the internship setting;
8. knows the regulations and standards to which 111 imernship is required to canfarm, and ensures that 1he intern is also aw .. of such regulations and standards;
9. requests permission to be replaced as On-site Supervisor when it is felt that he/she should withdraw in the best interHIS of the intern, and
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1 0. conforms to buic: principles of academic ethics. integrity, lftd professionalism in the developJM#rt af a mature and objective relationship with the intem.
INTERNSHIP, I'ROJECT AND PAPER RJUO PROPOSALS
A written proposal must be submicted by the graduala student priar to approval of the internship. prajec:t or pqer falio. It must be approved by the Supervisor. and by the Associate Dean of Graduate Studies and lnatruction• s.rvicas. The proposal will include the fallowing:
(a) a rationale;
(b, objectives:
(c) a bibliography to support the intended work;
(d, identification of the Faculty and/or On-site Supervisors;
(e) identification and description of the activities intended to meet the imemship/project objectives:
(fl (for Internship and Project) a research proposal (see Guidelines in App8J"'dix F -Graduate Handbook).
INTERNSHIP REPORT
· Upon completion of the internship, the intem shall submit within 12 months. a final internship report to the Faculty Supervisor.
1 • The report will consist of two components: a placement component with a reflective. critical discussion of the value of the activities in meeting the specific objectives identified in the internship proposal; and a research component. The format of the research component will be as outlined in Proposed Guidelines Appendix F of the Graduate Handbook.
INTERNSHIP EVALUA noN
1 . The On-site and Faculty Supervisors and the intern will . meet, either face-to· face or by teleconferencing, at least once during the internship. One such meeting will be at mid-way through the internship Qeriod to assess the nature
and quality of the internship progress and to approve any needed modilica1ians far the rernaining.._period.
2. Should the Su11ervisory Committn (On-site and Faculty Supervisors) recommend to the Associate Dean of Graduaua Programs and Instructional Services termination of me internship prior to cample1ian. me Associate Dean may recommend. following consultation with the CommitiiNI, one of me following: ·
(i) submission of a new internship proposal far another field setting (once only):
(ii) selection of one of the other graduate routes tD program completion; and
(iii} termination of the candidate's program.
3. Upon successful completion of the field placement, the internship report shall be submitted by the Faculty Supervisor to the Auociau Dean of Graduate Programs and Instructional Services far examination. The final evaluation procedure is aa outlined in the University Calendar, Graduate Studies General Regulations.
PROJECT REPORT
The process of development is of key concem. The project report must include a description of the fallowing:
• needs analysis (to include a thorough review of existing materials in the province and in the market placet:
• development (to include a review of the relevant literature);
• prefiminarv testing (where appropriatet:
• formative evaluation (where appropriate); and
• the final product (software, instructional program, curriculum. policy, etc.).
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Schaal districts throughout this province are canstamty in the procus of formulating and refarmula1ing policy. A pro;ec:t repon could tUa the form of a draft _policy relating ta a Sl'ecific district need. SUbsequently, this repon could be employed by a disuict working cammittH tD facilitate thllir work. Examples: affirmative action, personnel evaluation, student evaluation, mu1t1aga grouping, medical emergencies.
Teachers are always looking far ways to teach students ta learn. A project could consist of the development of activitia and materials designed ta help stUdents learn. For example, a project might consist of developing a ieri• of r .. an plans designed with the imention of teaching students self-questioning skills or problemsolving strategies. The effectiveness of this praject could then be evaluated by means of anecdotal reponing, observation, and personal reflection.
Sample Topic: AutJ11..,1tlltlwi/Aitllltl«/w Communit:atiGn
Computers can be used ·a prosthetic devic•. How can computers assist people with severe motor impairments? The project would extend the discussion on the position that using computers as prostheses is like all aspects of educational computing, particularly lmeiRgent Tutaring Systems (ITS'st.
I'ROJECT AND PAPER FOUO EVALUATION
The Project Report or Paper Folio shall be submitted by the Fecultv Supervisor to the Associate Dean of Graduate Programmes and lnsuuc:tional Services for examinatiqn. The final evaluation procedure is as outlined in the University Calendar, Graduate Studies General Regulations • .
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AppendixB
Confirmation of Admission Letter
6S
66
I am pleased to izlfazm you t:llat JaU have J:.tm gnutec! full-time admi ssion. to a llaStm: of Bdt~catiall ~ (l"aculty of Mucad.cm) in the Scheel of <kaduate StudiM tD ataJ:t ill tba SpriDq 199&. A cow of t:be fo:= outlinjnq your pragxUIII8 is aaclasc ~ yaur ilaf02:mlld.ai:L. U yau are uaable to commence your p:ag:aa " the tm1 cated t::L1IIIa yau sbaul4 ccm1:aet the head of your &eadem; c UIU.t to raqwust a dafac:al.
Please be advised tbat your amd•i c UD.it baa DDt J:SCOJIIDettded t:l:lae you be awarded ar:y fizzenci•l support at tJ2is =-·
Please complete aDd l:llt'U%:1 t:ha enclose fDzm as sacm as possil:lla so that: if ycu decide ta dec' t zze our off.r o:f admi ssicm Bat:J:ull: applicant may 'be offered a place. U yau accept ~ o:ffar. a ~tiall package vill 'be sent: to you u socm as they beccaa available. At: tbat: tiaa. yau will also recei-ve a booklet c:cmt•inizzq ~t:at:i.cm ~. 11ear the beginzzinq of this booklet you will fiml a cU.azy c:cmtaininq a DUIIIbtlr a:f pertinent dates. You are advised t:a read this c:arafuJJ.y as yau m:e :aapcm.si])le for meeting all applicable dead]izzes~
If you have questicms about any ~ af yam: pxopaseci programme. please da uce hesitate ta c:cmtac:t eit:ber a ~ af au: ataff at the School of Graduate Studies, your supe:viaa:/advisar, ar the bad of yaur academic:
- unit.
CAS/dk cc:~ Dr. F. Riggs
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AppendixC
Thesis Research Expenses Information
September s. 1993
GRANTS TO FULI,'nME GRADUATE mJDENTS IN 'DIE FACDLTY OF EDU~TION FOR "IHESIS RESFARCI EXPENSES
A proponion of the rae:uch cast iDcurred by fuJI-dme sractunte studems may be paid by grunts from the Dean's bud;eL The awardin& of the p:1D1S is sovcmccl by the procedure uutlincd be!ow.
N01E:
1. Funds available to support pctnate resar:h are Umiscd and, therefore. all requests Car suppon are DDt Ukdy to be 6111ded. Ill any case 7S percent of actu:a• ezpemes to a maximum oi $350.00 will be awarded any one swdeat.
2. Expeme items for inclusion in budget may be of the following swure:
- u:msport:Won. room, and bo:arc! - quesdonmaire cast - translation - publisbed material. i.e., resource mawials
3. The cast incurred for praposa.ls ami thesis repraducliOD. for books. md for typing. word pracessins. dupJicatiDg. bindin& etc:., will NOT be mvered.
4. In order tD recommend the release of funds to the swdent. the Dean's Office must be provided with vouchers indic:atiDg the ezpemes incurred. Since only a praponion of the 1oml ezpemes is to be fwlded. wudlers for the lotal apenses should be submitted Reimbursemems will be made af1ct voucbers have been receivecL 1bere will be 110
paymeniS in advance of the expemes being incurred.
Supervisors are to eDSUre dial the rae:arcb COSIS are _necessary (e.g.. the rese:uch is bein& undertaken ia tbc dasest possable loc:dity), tbat the ~ apensive method of tr:Lvellin& is employed. aDd dw tbe suicteSt economy JS
observed reprdin& casu for bo:ard ud meals.
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AppendixD
Library Carrel Application
69
70
OflkeoftbeDaa Scboal of Ctaduaae S&udia
REQUEST FOR ALLOCAnON OF A U8RARY CARREL
A. TO BE CQMpt,mp BY DfE STUDENT;
Student Nama:
Student No:
Ia this a __ request for first allocatfan
__ request for renewal.
Academic Unit:
B. TO BE COMPLETED By ntE HeAD QB GAAQUAD QfBCEB QF DfE ACADEMIC UNIT
Programma activity: dafng rasean:h far, or writing dlasts.
preparing far comprehensive examinations.
other (please specify) -----------
Signature
C. TO BE COMPt.mJ] ay THE SCHQQL QF QBADUAJE mJDIES
Initial atlocatlon: carraJs available far FacuJtv/Schaol
assignment number
D. EOB UBBABY USJi;
Deposit Aec~ived
Carrel Number
Damage Check
Comments:
Signature
11
Appendix£
Computer Lab Regulations and Account Application
E SOQfi- $007 Cqmggtcr t,ah Ugr Bcplatlgna
Before emeriDa E5006 - 7, I will c:bect 1be daar schrdnle
- Tunes sbaded Dark : I WILL Mar' ENTER.
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- Tunes sbaded IJabt : I WILL ASK BEFORE OUJETLYUSJNG ACOMPUI'ElL
I will not pass Oil die c:ambinllioa.
I will not take materials such as softwlze, num•"'' cu:. fiam E 5006 - 7 • • I will not copy software, as tbis is a c:rimiDal o&m:e
I will place unwantecl paper ill tbe rooms: blue n:cycliq comainas.
I will not brinl aay food aDd I or bMmps iJito E 5006 - 1.
I understand that my user accouat is DOJl-crasferablc. twill be the only user;
all actions performed on my account are my respoasibility.
1 will not lave my computer tmat!ez!decf while I am logged on.
I will not tum off aay equipmcm
1 will prao( read aDd a:• mille prillt layouts ftpm mv cgmputf
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ISOQS/SOQ7 KoCWQ£% AqsRPRt
Requester's Rame=-------------------------------------------------
Email address: P.IONE - -----------------
Facul~y: ROOM I • ----- P.BOHE • -----------------
Staff: ROOM # • ----- PHONE • ----------------
Graduate Student: PROGRAMME • -------------------------------
COURSE I •
STUDENT # • ----------------------------
Onderqrad. Student: COURSE I • -------------------------------
STCDENT I • -------------------------------
Employer's name, room I, phone I • -------------------------------
FACULTY /STAFF /STUDENT SIGNATORE:
'l'he z:aqgester 8boul.ci ~ t:JU.. !aza to B5008, Labo~tc:y %zult::uc:tcr,
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AppendixF
Graduate Educational Psychology Course Descriptions
MAStE1l OPEDUCA'I'ION (EDUCATIONAL PSYCHOLOGY) COUBSE DESOUPl'IONS
6100 - Bannh DCiiiDI apd Mf!tbgda jn Jdppdgp
'I1le caune pi mea•ts Ill overview ofapp&ou:bes ta edzndaaal reae 1rcb. De broad Clle&Ories of objectivelquamilaliYe, sabjedive. IIIII cridcaii11D1111111iva are ,_ to strW:mre lba GOIIIem lncl11ded are tbe bues o£ aad l'llicmale for, dlese approadJes; tbe nflfiqnships, c:annnmwliries, aad distinctions amons~-&mare eaeasive m•ssioa ofprocemns ..., .. tG be repnsenrawive of each of the three c:arepies.
Studems are expec:tecl to produce warlt iD each of the tbree cateaories ofiaquiry, 11 well as expected to participate iD both lecmres llld seminm. EvaluasiOD will be based equally Oil tbe work prepared f'ar the three approaches, llld will include a c:DJDpOJlellt for work iD c:oajmu:tian with the seminars. Student papers sboulcl c:oaform to aa accepted style f'or resarch n:pons; recommasded is the style outlined by the .4merit:an Psycho/ogictll bsDdtlticm (1983).
6700 -Ethjgl and Lcpl Ismn jn CognsetJinr apd School Pmbplgg (J gnjtl
This course examines the erbical aad tepl respcmsibiJitie ofscbool cauasellors Uldischool psychologists. It aaalyzes the prof'essiomd cades of edic:al conduct·aml idenrifies aad en mines the core edli~ principles on wbich they are based. 1hrau&h a case SIUdy aDd edJical problem--solvins approach, students are provided with oppommities to pnctice ecbical dec:iJion-maldng.
6701 - Issues and Mcthgdglo&ia jn Lcaminc and Dcyclopmcnt;tl Bcmn:h (l units)
Learning uul developmeatal psychology is reviewed relative to current issues and methodologies. Panic:uJar auemion is paid to the aamre of theory aad research IIICl to bow this information provides & buis for malciaa placement. auidaace or Uttervemion decisions. Studems will review the theory buiJdins process aDd basic methodoloaies wilh spec:ia1 aucmioa to how tbese are refiected in professional practice.
6102 - Cgnnsclligc {; Thcoa and Practjmm (laits)
This course "Purines tbe major concepts llld prac:ac:a at cantemPOI'IIY theories of counselling. There is Ill emphasis on the developmeat of counsemng c:ompeu:ac:ies with supervised opportUnities to pnc:lice skiDs and behavior c:bange stnteaies ira both simulatecl aad a.:nw situations. Linked with tbis course is a pm:riaJm placement, which provides ·for m arty association with practicing professionals and for an exposure to their professional practices aDd responsibffilies. At least 30 hours of field placement are required.
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6711 - Bchayjgr Mgdl'kadgn jn Edgqdgp•l SeStina (21111its) [replaces G622!}
A stucly ofbebavior maclification tedmiques aDd iatervemioD wilh speciDc: applic:aDcms to educational aDd related sf!trinas
6712- The N1tpn nnd Apamcnt gCllcbayiqr DJmnlen jg CaftdRft 1pd Adglpmp (luaits)
'Ibis c:aune ew••••i••es a wide nap ofmessmrat prac::edures aad criteria fbr the ic:lrntification of cbildrm aad adoJesceiiiS with bebavior disorders. It draws OD a vuiety oftbeorelicll penpecrives tbr the fonmtlarina aad evaluation ofimervemion strateaies ami proanms far 1base wbo work wid1 these stUdents, their &milies aDd teachers.
671:3 - EducnUonal Appllqdons gC Coatcmaona Cqnjtiyc PqcbgiQu (% llllits) [replaces G672S]
An emninatjm oftbe enentjaJ elemenn of' contemporary capitive psycbalosical tbcoly aad research that have potearill implicatioas for educarioaal practice ill paenJ. aad iasuUctioaal ~ry in particular. Particular emphasis will be 011 tbe Neo-Piagetim aul ~~ perspectives. '1'he suney-aa<ridcal amdysis approach is imalded to paente m ~of the relationship betwem capitive psycbological tbeories llld iasuucdoaal theories IDd ednc:atioaal practice.
6714- Prjndplg and Pncdcg jn Excepttgp•lit.Y (1 units) [replaces ~100]
An examiaarioa of the llllllY disabilities (neurological, physic:al. paetic, etc.) which result in alterations in seasary/perceptual. cogaitive. lasuage. motor, aad psychosocial development and fUnctioning. Emphasis will be an the nazure of special needs of exceptioaal iDdividuals aad problems related to habifiwioa aacl provision of comprehensive coiiDIIImity support services. AspectS of psychoeducatioaal assessment wiD also be examined.
671 <. The Thcoa and Pnafcc gCpccr llclpjnsfPmrnms (2 llllits)
This course eamiacs the theories, curriculum aad pncrlces associated with peer helping programs in educational settings. Throuah a cambiauioa of lectures aDd experiemial activities students wiU u:quire the leadership sldlls and knowledp necessary to implemeat, IJIIJJ38e and evaluate eft'edive peer helpiag programs.
76
77
§716 - WorldPI With bmWc and Pamts (l uaitl)
this c:oune fbcu.ses em the &mily sac:ial uait ill our society md GIIDines a wriety of theoretical perspedives Oil fimi1y clyaamics IDil dewlopiM"' the c:aune will be tiD8bt tom a broadly-based systemic approach to workiDa with ftgnjljes wilh a pldiadu anphasd Oil the impficaUons of a systemic penpa:tive fbr workfDa with scllool-ap cbiJdrm. fa 1ddirim to lecmres and seminars. tbe coune will CODSist of a suhsaari1l aperiallill c:ompc:weat wbic:h will pnMde an opponunity to demoasttate aad practise ia ajmulum aad n:aJ fimiJx amups IDIIlY aftbe skiDs and strategies beiug taught ill the c:aurse..
6717 - CguuscDing Adolncmu (l UDits)
A study of the major issues and coacems ill tbe dl:velapmeat. aature aacl imerpersonal relationships oftbe adalesceat. This c:aurse will look attbe IIIIUre ad developmalt oftbe adolescent as well as a selection of appropriate counwffing iaterveadoDs which cauld be used with adolescents in schools aad other settiDp. It will also tbc:us on belpiDg adolescasts uaderslancl their world and the world of their significaat others. ad help sipificant otbcrs uaderslaDd the world of the adolescent.
§718- Elcmcpga Schggl Cgumcflinc (l units)
A study oftbe theory ud prac:Uce of counselfin1 u applied to tbe elememary school setting. This course wiU eamine issues such as needs for caunselljal at tbe elementary level. COUDSelling young children in groups. consultation with parems llld teac:bers.
6750 - Pmfcuionpl Prnctjcn and Cgnsgltpdon jn Schpgl PnrhglpiJ (1 uait)
nus course studies the various componeats of school psydzalosical services, illduding the development aad orp.Dization of services. the roles aad responsibilicies of the school psychologist. and the theory and practice of psycbolosical ccmsulwion in educational sertiDss. with panicular attention to implications for the contemporary role of the school psycholoP.
78
ci7Sl - prjncjpfa ppd pmcahrm ot'Pgrhpcdpcpdppal ApmmCDt (laait)
1'bis c:aune is Ill imradudicm to issues ad c:oaaptS ofpsydu:M'dncarioaal assrument 'lbe focus is on die assessment proc:ea md .,.,neat tecbaiques, die putl'C*IIIId rnnjtatjcms of assessments. llld tbeir role ill educaticmal decisiOD.mlq It will incfncfe m cmniew af standardized tests mel ~appraisal procedures. of scare iulefpc••don. llld of~ of assessment (w&dtnicm,. reliability). It will also address edlics aftesdag ad tell bias.
§752 - Sc;hgol )Jmhglgg and tfte Camcvlnm (2 1lllitl)
'Ibis course fbcuses upon the use aftbe nsults ofpsycbalogical raearch to enhance lamiq. An uncferslaDdiDa afbaw Qll'ftiJt psychafoabl ~ts aad metbodl may be used to assist tacbers with the modUi«Dcm of scbool c:urricula IIKl tac:bjng pncrices is u:quired. Issues sw:h 11 the tbllowing will be egrnjned• adaptiDs tnrhina medlocls for esceptiozla1 sr.udeats; altcriDg dusroom dynamics far a more e&c:tive Iamiaa eavironmem:; fiac:,Twtatjng c:lusraolll iateraction to reduce potential ctisc:ipliDe, IIIIOtiaDal. aad misheb&Yiour problems; liiODitDriDg cmricullr expecta1ioas for clarity and reasoaableness; decid"mg wbeD. to imaveae to motivate students; aad decidiDg wileD ami how to alter lessons to mlli'"ize leamisJa.
§753 - Practl'llm jn Sc;hggl Pgcbglpg (11111its)
Candidates are required to succ•ssfhJty complete a llo-haur supervised field placement in school psyc:boloay. PIKement sites an selected to provide maimnm oppoltiUiities for smdents to experience tbe fbl1 ruse of aaiviUes - rapcmsibilities auoc:iated with the role of scbool psychofogisls. 'l'hroush semiDm md wriliD& scudems william to aaalyze Uld reflect on these field speriences. lbeir perfolmlace across various competency areas will be evaJumd apinst goals and program expec:wiODS established at the OUiset ofthe placement. The determiaadon of a pass/fail grade will be made by the Wliversity supervisor, in consultation with the field supervisor.
§754 - De J'bviolocx and Pmhglocz geBcadlnc (2 uaits)
. This caurse is a c:omprebeasive iDuaducbon to me paceptual-capiliw -liDguistic processes of reading. All UlldcrstaDdiDg of the radiJla ~ is acquired dlrau&h & systematic aamiuarion of past aDd cumm models of~ afreadiaa u a c:cmsuuc:Uve act; oCtile relaUoDSbip 11110111 the processes; oftbe relalionship betwem tba pmcesas and &aan sw:h u laical kDDwledse, iatcation. and input fonau; uui how the correlates ofradiDa such u vilicm, belliJi&. lmsn•ae development. memory. attention. aac1 copidve style Ufect the readiDs pracess.
79
§755- Nama and Ammgcgco(tammc DfgbQftfp (2 Ullia)
This course addresses tbe nature ud ~ oflamjnl diabUides. jndncfiDa the learning problems. bebavior. aad academic d"tftimflies CD*iFIF* dlly MIOCiated wilh sadl dinhrlides. In addition, DDD-staadudizl:d llld Slalldardizm ••1111ent parcJC«<uRR. iaslruaneu•••iOD md imervemio11 suategies wiD be c:awred, widiD dla sc:ape of apenlioas oftbe school psydJofogist.
§756 - Idcndftcadgn and Btmcdiadgn gCPmblcm1 jn Tamjnc Mathcmadq in <".rada K-8 (2 units)
The c:oune will have three compoaems.. 1be &st iavolws the ideatifietdon oftbe aamre cf ditrcrent leamins problems. 1be ather two campcmeats relate to methods of diagnosis of mathematical problems ami metbods of remecfia!iDJL
6757 - Adyancc4 Studies oCDcnfoamcntal Pisabftjtjcs (% llllits) [replaces G6210]
This course wiD enmine theoretical c:cmscrw:ts related to tbe riDP of disablina collditions included witbin the term •c~cve~opmemal dislbiJi&ies•. Comenr wiD iadnde a brief c:bmnoloSY of significant historical research as well as a ccmsidcrllioll of aunat research strivinp. A specific emphasis will be upcm research CODCCIDing the dc:velopmeataUy disabled iadividual as a ~er. The course wiD eurniue ill dail ameat educadcaal pncdces desiped to subswllially reduce fimctional limitations both witbiD tbc educadoul c:omext aml widliD the broader social COilleXt.
6758 - Thcga oCEdncatlgnal Mcasnmncnt (% waits) [replaces GQSO]
A study of classical aacl generalizability masuremertt theory mel the implications for application in an educational context. The topics ofDDnlllllive, ipwive and criterion referencing, reliability. validity and norming, wi1l be disa,ssed., relating these to the principles for ime112retation of measurements and their use in educ:alional plalmiaa aad decision making. fadividualizecl course options wi1l be oft"ered in the scudy of specific insttumems.
80
AppendixG
Major Research Interests of Faculty of Education Professors
Name
BUTeJL, Barrie
Beebe, Mona
Brown. Ian
Cahill, Millie
Collins, Alice
Doyle, Clar
Garlie, NorDIIII
Jeffery, Gary
Kelleher, Roy
Kennedy. WiJlilm
Major Bcsgnh lptcmg
SnJdeatsl pertCttJUoas oCsdKK6a iD Atlantic CJ'Dida: ed11cuioa iD Triaidad ad Tobap - aiiUdy of educalioaal development of saudeats' aspirllioJis.
Geadcr IIIII • hina; re1 ~ trdl. oa tbe 11t aad craft of tacbiDg; iaues iD tadrina..,.,.,.., enaM
R•clina ••teaies llld caapnJIHiion; ~ of ldult illitelates; ............. a.ruaiaa; -- developmeat iii ...... y IIUd... . .
'-Jalbip far ldloof iwp;GM' liZ ..,.,.Jibnrianship; scbool impaoVCIIIIIIt IIII...U:e•iJOII dwJp
ean.- educ••i<IP'MI!~ .. der -- &fieloas Iaruiuat clj- edu..aldl
IDteanDaa af'yaaaa c:bildnll with spechd aeeds illto pradlools lad ICbools; delennja•ms of tbe quality or cbild care eaviroameals; nllliaalbip betwelll tbe quality of cbiJd care eavirolanec¥11 ad c:bildnD'a dewJopmeat
Cunic:ulum; cridcll pedaaog; drlmL
Dilalnce clcliwrY of paup coa~ touch ill imerperscmal communicatiOD.
latenllliallll diM:Iopmeat of tecbDirN edaiCIIicm; teclmology edi•C'Iicm .. Ojdlfl ...,..._.ill CIMifien secondary schools; &nbp ,.... ......... tedmlctaY edntalion developmalt with a nnl colftiiM!ily • ..,.,.
Soc:iel•vlies axric:ulum llld iasauc:lioa; cue studies olt•cbiDg
Rdel:liw pr&1icc iD cvmsel&na and tee •••15 ccunseDinB -tbeory ad prectice.
81
Kim, Ki Su
Mann, Bruce
Nettea, loan
Norris. Stephea
Oksbevsky, Walter
Oldford-Matchim, loa
O'Sullivan, lulia
Phillips. Linda
Roberts, Brian
Schulz, Hemy
Seif~ Tun
ShueU, Noel
IDtelleciUII bislory ill •dncalicm; social pbilosophy iD education.
Ueca of COIIIplder IOUDd oa adlievemcal; c:apidve and metacopilive pranessina ia bypeamcdia appliealicms; c:amputer .-works ill eda•C'fioa.
Claaroam proc ••n•...t ...,_ICbievemeat ia IICOIId JaDsu•se cpJisidonllaauiug ............... lanliDa saauaia ia hnch c:lusrooms; cnl proficieDcy developmem iD hDdL
Nature otsci-=e a sci"Q emntioa; c::rilic:ll tbinkia1 tesdlls; critical tbinkina a mdins
Plilaqli=ll GliiJiil'i.wll 1111 fiwmcletjoos of c:ridcal tfinlcina ad ratioDality; llllln of manl .... edical ~ pbilosopbical ~~of poky Slides IIIII sdlaolina
Ea.rpat litlrKy: concept of flf/Jf • reader; lllfJIICOpitive ............ lllitude; radiDs c:ompreiMmsion; radina Uld
-pnder; clevelopmenlal rnc&ns
Memory clevelopmenl: ~ kDowledp; achievement motivalioa; maory iDslnu:UoD ad rebabiJitatioll
'Ibe mle af'iafeaeuce ia c:opitiaa. the aa&ure oflilency. llld tat llrUCIUre.
Classroom ..... ..,. prac&ices; test senma llld test validity.
LcamiDs stl'lleBia; ·strate&Y iDIIructioll; mativatiOD.
LoqitudinaiiiUdy ofyautb (arty scboollcawn llld Level m studeats) iDio tbe labor mukec; post·secondary aurition; teclmo'OSY edncllim ia C1111d1
Relipous edncatioa: pbilosopbic:al md tbeoretical bmdatioas; c:unic:ulum ct iallruclion tbeory; proaram evaluation.
82
Tite. llascmna
Y comua, Elizabeda
Ethics IIIII palilics of IDCial science research; multic:ulluralislllfdifl"eaeuce; .. llld sac:iely (cullure. &mily, education. bnhh); re&aive llld c:rilical edaaratiml {pedaaogy, iatemsbip pl.llll).
Child lbuse: rule of tbe school; sa der llld schonfma; fvmlies llld sct-ools
Bduc:aim-1 palilica; arpniresioaal pCf1181U; -.leat/Sid' penooneJI8rVic:eL
Seccmd ........ • ttnilidoa; c:llildren lila'alure; postIIIUCIUI'IIill dlearia atl..,.p; ...... llld ta+ias
83
84
AppendixH
Registration and Certification Criteria and Applications
Newfoundla~d Board of Examiners in Psychology ACl6.a 4•66. .sr.. C: A .fo/lai. /IF AIC nR
.... u..pjr. PILU. J. O~l'II.D. !L ,,_..._ M.£.1
KT~.JotA
Dear Applfcam:
The alladtecl Caadldaae laConallfan Fanats the ... a die fanD the Board will use to orpnim yaur applfca&loa. 1'bia Cama. t.clplber lWIIb die appeaded guidelines md schedules, should help you to detamme wbedu!r it t1 ui ,aur .av.aaase to punue regfstndan as a ~pt Ill dds pmv11u:e. Ta reriewlllgtbe ead.,..,. materials. please note lbat the Psydlolapaa Act N{ldles dill& rqtm *"" pa a lllaUea or doctoral level depee ill psycbalo&r N:ICI!IONe U» die Boad. Wltbaat sadt a c:rcdcnuaJ. the Bc=d c::umot npter tbe app11caDt. l'leue uk tba ~ fi.- futtlu.-r informadon wtlh nspect ta the ~llty af,._. m"r&s ar dac:IDz:d de;rees.
R.ecendy, the Faculty of'Ed"nltan a& Memorial nacmid to a UldliJSCellllfhere 3 units is debed to be equal to l fidJ caune at the padn•• leweL ~ ~ aware tlw counes taken under dab system wdl be tnaaed appopttaaely (...,a 2 Uliit coune will Dot completely 8D tbe requir'emeat of cma ClUE).
Be aware u well that tbe Board teCNitly UIIIGIIliCeCl tlmltt will be requiring :Ul applicants seeking to become reptmed psydwlosi- ta aamn a _.,.pctmy score on the .Examination Cor the Profeaianal PaaSce of'PiycholcJsy (EPPP). Wldle thr. specific EPPP pass pomt hu not, aa yet. beea set, the tmplemeata11on dlle of tills decision will be July 1. 1996. that Is. aD penons who haft not become n:ptend by that date wt1l be required to aDin a ads&dory score an the EPPP In dae pnmstonal period. Contact the Board Cor further iDConaa&ton when yau make applfc:a&Jnn.
Don't hest•a• to telephone (71»-.'ii!J.6.113), ro rax. (7C»-737~. please mark 'AtuJUiM&. folm GtiJ'IaJL C.UdS.(), or ta write me i£ -you have any filnher (\Uesdnns concerning tbls inCarmadon.
john C. Garland. Ph.D. Regisnr
85
1.
2.
L
3.
Forla{mtullia OalJ. N• ,. lc FilW Oat IIJ A,&al
Candidate Information Sheet Nama:
Degrees:
Cue=~ ai degree camplata?
Masters degree campfeta?
If master's level. 1 \WI'" residence dacumentad?
Undergraduaal dagrae in PS'Fiatagy?
If na. aquivafanca c:ritaria met?
--------------------
12 ccur.sa in ~-a:xn 1.-.,.....,_(crframScta:lule 11
4 labara=ry caunna1 in psyctlalagf (see SchaciiM 21
Theory areas? {See guidelines 2.i.Hv and Schedule 41
2Jjii 2.i.iv
4. Regisa atian file campfeta?
~pticaaan: CW../,.1 ------Attastacan: Aetete,.....
Recammendatians:
,..., .. , .... _.., .. , ... .. , ... ..... , ... ..... , ...
.... , ....
., ... Nac.: 1.Coutwa•..,_..,.......,.. •••""*lle"''aam•~~M••...,. ... ...,_~a..,....._.,. • ..,.
2.Caurw••-m....a..,...• ·"P·--~an.-ai ... ,,.. •• I:Un'W'lo.,ll:halu;fcautaaaa&MUN.
86
I I I
Gwdeliues for die IDterpEetatioa of Gaidellne B: "Candidates for adminion. •• will aanaally bave completed & foar-year undergraduate clep'- iD paychaloiYCR apprapdate eqaivalellt study."
In the absence or a rour--yar c:fesree ill psychaJosr, applk:aua at tbe Muaer's Jewl wdl document "appropriate equiva1eat study" fD cbe satlsfaCCicm of lbe Board by meedDg lbe following guidelines:
1. Applic:nts will document a minimum o£12 cauaes fa~ a the senior undCl'b'Tadiwe or graduate level
a. Included In the llll of 12 courses must be at IMil 4 appauvecllabmalory courses in psycholaSf and 2 appnwecl counes iD stattsrtcs mel reRUCh design.
b. There may be iDduded Ia the total of 12 c:aunes only tbole paduale caunes w/aic/a t1n ia a&W of tM mitlill .. dqrl• ,.,..,.,., dltMt U.L
2. Courses designaled as "counes in psychaloiY at the SISiior uadtqndua!e or paduate le.,el," "approved labon&DIJ caunes in paycboloB7," aad "approved cauns in ~cs and reseuch design'" sbaJ1 be lilted by the Board In cerms of a scbedule of courses available at Memari:ll University ofNewf'ovndland. Applicants &om oCher univenitles will be required to demonmase equivaleace.
3. The CO\"etage of the areas of psychology u spedfled In GUidelines 2.J.l-iv may be met In the undergnduate programme. the required gradua&e prognmme, adler graduate level courses taken by the applicant or by Ill appropriate combination or these programmes.
87
P' ,. t:; 11 .. Ia sli-
:\~UU I uunn n H nn~;;;;;;; ;;;n ! It I ut :i
p
[~;~ff I I a. ,s. c sss I 'It
II I 'f 1f f I ~- I I !J ~ •
il h 1 •r
' i (
89
... t1e2. Faut laboralary CDUIIIS ill ~11Dlllkla •p~~&ofdla.,pi.._'l.,_,. .... prapuame.
L Cuuna a&bel'a)clwlusr llepalllua& (a.J wMila i=rpl'd weUiy .......-yperiad eaupl ~ 2!JDO.l'sJ 29111. aad l'sJ' 3900. (b.) d 4GDDiewl ~-(c.) .a ...... CUIDIS except llsy 61101-GG21.10Dl-70D5 iC atra 10 dieM ts .... ~.,._....
b. eo.... a dae ..a aCFdnmk-nll'ay :11 +vwMIIIIa ... Facally ot&frc•"'•, i! un co dae lpplam'aMullr'sclepee P' ............. ~lfll:
QiiSD fadMdual «~wne~~Ja& c.;muo r.uc- lllldllftlceduns Ill fJraup ,.......,.. QitOO Appl 1 I uldleladf.wtduai: 'urllp•fl .... 1 ......
OGGIO AdtiDL'IIIlMare ..... faotdwlalr. llaala 'eernrnr GGG50 AdwiiiCellMare ..... ~ ........... . G61UO ...... lluaaaa Dew lap• .... ...... GG725 ,....,,...,., AppMmkrr alO• 1 WKJ Capulwe Fstc:balalf GCi855 N-UPIJclwfuct f.d6707 ,.., 1 .. fiar<"4uu ' .. l'.d67011 Unaup ,..,....~ ......, ... 'nalcll Ecl6709 AI •oaaraflnletUpan.-•..-.Sidlla Ecl6712 M .... lllld M ; .. a£....._ os-dalllla Cblldna llld
Ed 6716 Warldas~ faaalla adl'lraa ECl fi751 l'daapi• .ad Plucedans ciCFaJclluat+n•toaal ·"' rmeac r.a 6754 111e a,..,., llldPaycMJasroCI'adlar Ed 6155 Na1111n .adA n.m o(I ..... DipWII•Ia
Sc....,aJe3. 1 cauncs iQ S&ausua Dill &alu:n a pall ullba .,piano~ M-.as prupmmc:.
L . Couaa wUblll tba DepartllleQl oCPaycbulasr
Fiy 2!100 Uap mel Anal.,m l a-.,. D~l Ueslp and. Aawyaa :t Ply :moo Uaap alld Analywia 3
b. Cwne wttblll&lle Facully ol fdncadQD
Ed 2900 falraducasull10 Qmara•••._ Deqn aDd. Aaalym
c:. Cwrla wUblft tile Dep:vuaen& u(Ma&llem-Ua and SIUillica.
S. 2500 S&IUMtcstur a.,..,. ad Ada &uden11 1 Sw 2501 'ilaUittCI C. a.,_IIDil.AniSftadrmn 2 SW 2510 SetUIUCI tar $dence Sauclel* I SW 2511 Sltusllcs fur :Science StudePII :l SW3520 ~ Dllip 1 sw 3521 Rep 1uu
Sdlftale4. Gcadua&c or seaar uaderpadaale cauaes IIIHUal cba 4 lbealy ... rc(aacd 10 ua Gutdt'IMs 2.J.HY. (Noce: couna meeua,W. ,...,..._may be pill u!tbe app&w'l Mullr'l cllpee (IIGiiWL)
a. Cuuna meecia~O•dddfae 2.jJ: ~cal bales olbeiawi«
b.
L ~~
Par 23m l'llccpllail 1 Ply DD l'eaupcluil2 Ply 2150 IWiawkaalN....aeace ,., 3750 Aaaailehavtar 1 ,., 4701 Aabaalllebaftar 2 .., 31110 ,.,.....calPIJc:balasJ Fir 4810 lfamaNeurapaycllalaar
Seaiur spea.lrapta or plldulae level cauaes judpd equm1ea1 to above.
IL faaaly oC Mndon
L ~ Oepag11e111
,., 2250 l..aammc Par 3251 Ad.-aaced. 1..amuac Pq 32!i'l , •nql'nl cc•a~...t Drug mcas ,., :l4SO Hauaaa Memory Par 3450 Kuma UJpaaua r.,. 3610 Allcreci Swes ue Cumduusnesl
Seniur spedal&opta ur paduale left! cuunes judpci equtvaieat 10 abuw.
IL FaculLy oC Fcfsnucm
OW2S l:ducatt.naal Applicadual of Coalempcmlry Cupuve Plydwwsr (i(j(jOO Kumm Leamiag Ed 6713 ll,clsn~~ima ApplicaUunS of Cunsempunry CupiUve lYsycbaWsr Ed (iCDJ ~..arums IIICl Muci..UUU Eel CiCiiiJ 1-".,mdattuaa Ed flfllll Spedalla Rclearch Me&budl lid Cifill6 A II lien&
Eel flfiJ7 Speca8c Cupuve f.\lph!ljUes lid CiCiJO Mutmalua Ed 6CD1 Metacapi~~cm Ell Geirl Sada1 Cupwua
c. CuiiiAI mecdDC UuideiiDe 2.jJII: Saaal buel of 'behaVior
L l'lydluiuv Oeparuaeaa
Ply 21W Suciall'lycbulusr- c.iruupl'rucesRS Ply 3100 Sucial1'1ycbaiusr: Social~ fly 3l!i0 ladulutall's)"dlulugy
Senaur !lptci:lllupu:s ur ~duate level cuurses !uci§cci cquavalcnt to llbuve.
90
IL faad&y uC fdna!lnn
d. Cu&na llleetia( Onfdeline 2.j.lr. IDdhtdall cldlinlaa
L f!lydlulav o.p.n.a..
Ply 2&20 "l11e Exp-HnMal Sladrat ......... Ply 3650 1'lle £xr"laWVMal ...a, at AIIIDmal BebDtar l'ly 3050 Dew ., •• ....., l'ljd~~Ausr l Ply 31152 ·n.. ,..,......., olAF(
5BiDr spedal capca arpadalla laftl caaaa jUdpciecpnlela ro ......_
1L faculty aC Fdndaa
F.d2610 laau+ ........ raCIIIkiDeu., wm
F.d 3220 Sludy vlw rep ·..-~- 'm ,.,., Dlll'lnlas &13230 SllldyvlE- r•(l"hwlll ~ s-, lllllllebavaal DUI'creaces F.d 3250 MDI.._ O...dq = Eel 4240 Aa au +ww a ...... Ew F''"'"' Lunu:r F.d4P.~NdftwYM~-b~ Ed4520 l'lychae+• •& .. ,....,, n•• .. C.IIebatar'PJaiUallalQddrmaad
Aclulw 111
Ed 6701 ..._ ... n..._ba u.,.. ta '•' • .... u,_, . .., • """ Raarda .
Ed 6709 A 1 W all•elftpoll'e IIIIi I ..... Sldlla t:d6712 N.anadA ,.,.olBebawtarO..cllaaCIIIIdrmaad
Adoi--·Ed b7t4 llraadpleallldlftalcaill ~y Ed 6755 N.an lllll.ht a= ott...-. JllaWI'"• Ed 6757 AdYaac:eclSiudles aCD ........... DmbdUies <;6400 Appnilll n£ lbe ladlYtdual: bnellp:ace llllll.anllar w;.r,o Adv-.uaccd J.:dalaUI•IIl l'aycbuluu: Human Dew 'Ciupiaenl
91
The Purpose of This BroChure
no. A'laciaMI n al Slata llld PtlhincUII ~ IIana (ASPPII) ......... -~ ...,,_. '* n t • IIM.Z•ill tar - I .......... of ,.,.-.............. CII ....
-~far_, ........ , ... __ pay of INa l:lnx:tlln .. fa _.... • ' ..... ..... ~ for a.... ar wds 5
H rn .. ,.... ~In u. ..... --c:..dL 1la Ago. da1iCin ~ "* .. w ......... of- ,...., .....
will enable ... .... ...... - .. --dl ~by,.., t.D ................ of~
In the puallc im..a.
What is the Association of Slale and Provincial PsyChology BOards?
The ASPPB. wtlldl- anwJt ..._.. • .. Anwi· can A•J«''datian of sa.. fiiVch:IID!d IDinla.- fQIIiild In 1g&1 to..,. • ......, of.-of~ a.na lton:lughot.a Nonn AmaicL an. $linllly ,... - .._ alaDIIshmenr al a .......,_ Mia1i .......... , far prat~ priiCiira in piJd'dDII ....,. ...... .., bt 1111 lunsaictions ta ...... w •Jtn far....._ ar C*1iffcaticn. In addldan • M ~ ._ ASPP8 ataa s.vea to exx~rdnaae ...,. cl .. Vllfaua balrdl. raas. ._ carnrtU1icmicln ..... ......_ _. ICI a a wica far ttoasa reapansitll• far n laP ,._... of a. pracac. of ~, .
The Purpose of Ucensure or Cenlficatfan of Psycflolaglsts•
The ~ce of praf...._. P8J4'*'it is naw ,.,_. led bV raw In II of tile ID - of .. u.s.. .._ tarntCiriea Of Puerto fla:l ... Cluan. tile CJsafa of CG!umbla anc1· t ji'IHfnall of Clnlda. The '- .. intended to ~actlfte pullllc bt Onnng lclnlan ta mou I*IICftl who .. ~..... 1D .... 111YC1i1*JUt u cs.raneca tr, staae ar prawiliCIIII ..,_ no. top~ buia far.
• WblntiOitltN ..... .-......... ., - ....... .. ........... -..-= .... ..., ... . ..,..... ........ ......_............ ....To ..... ,..,.......... -·-1' ..... ...... ......... ~ ......................... . ............
92
....... lies fn .. rtghl of & pr f!Zi 0 I 10 tnac: leQIII•M~• 10 llfiii8CI lla ...._· c--.:r ar --.r ---.'" ll aar ., _, • Wlllllld ,.....,. *" 1M ,...- of ..-vt1111 .... tie ed~ •r _. l'nfclrmea tc -.... llld .._ JWt•? " • ._ •m'•had r~tary l:laMD Ia ..... • "ld prmjlla;wL A prates·
-... balld Is a - • Jllllliltclll ...-:r 1ain1J :c PIIICI .. DUIIIG. .... -- .. illlf I L tlaMvtrl llf ansuring ligh -idadl lar - .._ .. tail:lt in· ... ... .., ... Dclln IS ..........., IMing II• bast
"-'- of IIIII ... pullll: ... Pll*itDL 1lle lftljc: fln:iclw of Mf II 'J 1 • ..... IISII t .-:r n: (1) Tc
dllt "*• .. ••• far • • I a._ ... praflllicn ..a to adti6 · r as uputiM pra ,,. tarn' :r • ;me
-••118duia. ... t2)To,........._..andto~ ...... , $111: 7 ap irMIIwfnll ...... ofllllldanSs Cl1 pralaaianll Cllilllllclanea s• In.__. reg&Uiian.
In ... fw'e' ' • ._ .... pqalco lhe prates*' cl PI'ICfiiDiaUI In a •-cfiiiiDA»t, In a swa cr ,...,. lndluJfln fll ..-.=r. fll In a ~ ar ..w.rmy .. .. .... fnln ..... r ..... al llcllnaure:
lllhau;h m.. Is a ... --~ llcllnsure ct ...-:v --~ Ia -- ... - ....... ot prctiC::n ffll ~of ..Willi In balh -=pubic and llrivar• -=r. n. ........... ar.n ·-..,._ 10 lfte
IIIUtlliC tar a •• ftlllll t. ... ed
Typical Requirements of Psychology Ucensfng Laws
l.lc8nslng ... ... ......... Jurisdalai• cllftt. ytlt
..... '-w ...... CAIWIUI pJDUJiliDUL Ql C1U10. tacr: board Ia .,. llnll aiJt1ari1Y Cll II ....._. of ,_,.manrs
wiiHn liS 1urt 'I •" • .. .,.... bD aanaoa.act for speallc:l. n.. typicaA .....,..... far..._.. In the~
jurildc:llclnl .... fallawc
A) Educ:allan: AcN••••• of a dar:llnl *JrH in IISYO'lclla9t flam .. wauet ........_ ar ,._ ecpvajern
a del..,.,.... bf n baird. n. claililiaos of ~ea Jlft¥•111 vay wldlly, bUI typil:lly ,.., ta aa:rtlditAIICitl ct
.. 8Cidlmic: ~ 11r NCIII!IIIiZICllaCIICii1ing beeios. (A r• jw" 11:1' • ,_ MD ar nae ,...... of lic:llnsure • CJnl' 111 ....... ,.. -- ..... ,......·-Ullin 1118 ~ -- n alllillill .,.. ,_ ....... an 1fte ......... ,
8) &.porfMca: 0... Gr 1-a ,..,. IUPrYiSIG
...... .. in a l8lllng 1M111M1d bt .._ IMIIra. P.last. but ,_ II. jWisdlaluiiS ,.... thai _,. of 'die supeMSIG
._. ... be lll!llli I[ ...
C) EaminadariC DlwiDGMiian al ....... .._.
ledge IIWDUgtl ....... ·-·· ........ -· I L n. ~ far Plat• ' wl ,_ 1ft Plwci 'all', CllftSII'UCiecl try a Will~ a1 ASPPII. II .... In --11 JwilclaiaiiL n. aa.ar _. tar '''" ~~Mar· lftii'ICa en 111e ..... .,..,. II 'I u•illd 11J ..n 1111n1
far ita jwiscficlian. In - - ........... ..,....._ fU l*fCXIMID II ..................... ...,-aaa•wuan c::andUr:llld 11r .. ...., ar a ••••-dlsignmed by lhD ...................... - •tu• ID dlaaiillld- lrnaa 1 lfge al lallll ...... -- lpe-dllfly ............... Ill ............. ........ ~.fit SChaal PiiCII II II'...., ............ in IMfunn.
D) Admfnia1rdW ....,., wa: Ill ..... • a. fcngcing ,_.._... ........ - ... ~
laws specHr .... ~ .... --- ...... mardS. • ... • ,.. I .......... al .... ,... c:Nr.ur •
... tUC:ICinl:dY ... ,.... ,.... I·-· "'*" .., ........_. rnu:s maoc in .,. •• r , ' 11r .. t1a1nt arr. 1) • baanfa ,.._ al 121lf lift ('•w• .-.. dan. ...... ,: and 2) ........ ( ........... ..., • ... ctrddala •••• ...., ............. ... ..,. r.u. Pal__, _... ar clllclllly n ...,, betaw.
How to Prepare to Meet the Requirements of Ucensure
Alltlaugh wei jAIIIWed A 'f II ew-llt t.a llle ar I'ID pratHm with lila Lalfu4 -. _.... -em be lclenlllled In whFcb dlla ¥11 • ._ ...., 10 OCIUIL lhue pal8lllial .. all' IW IIC
.. Knawtaclp al - ....... ~ n. IIPC:iliUia st1auld -··· U. ._ .. dla ;.tl S:M I In whi:la lanue it ... tD- ...... taM .... u. ....._,... wilh lila 1M ..... 111 •M ran 11 ....., The iilli*'i• 1110 llal1if ........... ... ~wid~. lilY regtll ..... Dl .......... ,... 10 ~ stiD' IIDMI ,...,..... ,_ .. ,._ a1
raw. 2) ~MY a1 Tninfng _,. lillian. ... n.
(:li'Ctlllftla ...... .....,- ,_. .......... al .......... -- 511 I'M llr ..... ,...., • dacftnae rn pstdtOia m: ,.... al .. - u.. 10
CllmpiM U. requiNd ......, al ··!- tan in IIIYdlafogr. fliUe ol U. il II I I fran 1Uiill:tl ...... W&a griiUd 10 ..._ 1M atlllia lar .... GUll llr ...
93
..... ,..... al - ...-..: Clllic:l*lla ill wNcft lbe
- - ......... - .. · ·-· al lfta ...... - • pauutall:llll ............... Ul lbe • ..,........, a....., - '- anlllll a •"Ilion
--• ·---·- J •• ....,,.,a •r= 1n ............................ 'CD'& *-nlfar "'*"Is Jll14 r i it in-. lllhauld _ ......... ....,,., '1 ................ of
...... ~ ......... , Wollw.,.;c.
..... , .... , ....... I lnadllllauaiOpa tl Rlwidl
.. ca Pan-. • ' n. .-. r.r •n•n u. cUmian al 1111 ...... , .... .., ............ ..... .. .,.. al .... In ..... :WID .. 5 ... ftiDy be
.. lvt. TJpiJuJF al - '' Clad ......... N'A-6 s ...,.. .,.,IIINsa iiUUIUU& lrudlca a 11 llalld c:=n
tar iUPI ri_. 4 lllw .. .. ...., .. r.pl ,.. , ..... tar snaiJii 11a .. )Ill• a s a in wNch ........ cfllfri&L
Tile Content of the E:uunlnatlon for Professional Practice in Psydtology n. E:aaa* aan • Pll fl ·= UJ1 .....,. 1ft ~
lair (EPPPJ ••• c1 Wlialll .._ dlv;lal* lnd ii$i1ia I 1 .. ..,_ ,..., (Apilllid Q:lablr). Eaf1 farm
.. "' Oiliil •• .., - ................ .....,to tiiiPthe ca '1M 1D pa..-. llr .. ...._ a I a bn:ldul llilllled "11*'11 II n .. Cli Gt I • ....... ~tred .... Ia ••• HI _... ........... All'lcfation ol
...... fl'l .... idll hjC1 MIJ lalnt:L 1l1e tnc:tue
...-d11.. or• •= a cltlie iii*J= Dillie GIF'Iina·
..... a niare. j I ! 1 di I lpiFJ:a al ..... and
•••iltalllan .-.. wEll a ... al ..... mJ feed·
.... ,.... .. Ia ... - lUF1Idl ... ··"· 10 Cllnli· -. .................. _..allhe
...nu ian Ia •••••111111 lltl1ly ... ,....s 10 "'*
...._ ,... wNdi Jiliclall zllll can be 4UCI8d 10
uaume In Jnfeaianll ~ .. .. llnatlldP ~ for ,..._ ~ ,_. dllllllillllbiT ••• cancamin; trw CII2I8Wil al 1IW • ua-.a II • ?Mil In IW "1rrttxmdan rar c. ~rx.- braaluL n. ••P•• ,._ panstbWty .... ...,__11 ....._ .. ,_ -VNightiiCI an 1IW UWiil , L
SUMMARYOFTHECONTENTO~NE FOR THE EXAUIHAnQN FOR PROFESSIONAL PRI\cncE IN
PSYCHOLOGY Dimension 1: PROBLEM DEFINITONI DIAGNOSIS (26%) BammfbDDy t• C..... •• .................. ...._.
.............. 1 .... .---. ....... 111 .,. at: ~ v..... ....,.,,, .. lJ - .. ...
........ 11. 1Ht1 '·- ll I ' I ..... I ... N"l I I W1'1UI£1L,...._..,,L II ....... 111'1 !? ... a ,....._,,,..._,Jill ... pt lUI .. ._ ..... ......... , .......... , ..... .............. 1 •• : ... ...,--. .. , =• lift:~~ ......................... . Lldhteef •aWIAI II I 5 •11 3 I .... a 1, ................ .... f.S:a ., ...._...,........._IllS •• DltiD , 1 era ......... llllllflldioaua: lftll e..._., ... , JSII til .... .,. ....... ,.. ......... ..__ ......... lip! , ,
Bssmn~Selt&ll LISI .... -.... • .... ....... ..,....._..-.....,...I• rue~
T....,_LIIt• ........... I. ~-~•IMu ..... dd s 1-.· 1 •-. ....-ayinuai Nl lid It • -. ..... ,.....pa:a· 1 ..... _ ....... _, ..... ............... _.._I ...... I ........................ _ .. _....,_ ~ t- J ' FTugo- TaJ (JJ I .. IIIUill ..... JIIMIIMUI; Ell IL ~-- ...... IJi- ... ............ e,e. --Fl .. ,.. 111 Lta ........ ot IJia QWA !]' a, dlllly,.......,, -----., ... ........._._. ....... _ -- 2 I
Bnnans!"'PPL\: Q'flllil8....................... I lUid
--·- m'LdW 5 ...-..: ... ._... ...... ..,....,...._.._...IN tldil Cll: a. T .. tc ,..,_. .. ....,.,.. C1121taM .-.: _. IL tt. " p11Ja ...._. 111-R (OSioi-IIWq.
Dimension II: DESIGN. IMPt.EYENTAnON AND ASSESSMENT OF INTERVENTION (26%) BuM"!b!!!!y 1~ a.11n. ....... wtJ ...... iJWUGi?tJIW lUid
.,...._.,...._ ........ I *1 ....... 111-IUgt atLDiferaiiiiURai&AI- il I ··--....... ............................... --... ....., .... .,,...,_..,, ........................ ... ....,. ........ -.c.-. tJWs ._ ..... ·uu ..,. ~111¥d1Mfi-[d ................. ....... _.,1M laiJI'IQWll .. I I .... I f- fe :Ill ••·
..CILAIIudL .... IOi ...... I.. . -·----
94
DimensiOn Ill: RESEARCH (17 .5%)• .......... ,. Dllilll .. . ~- '"""
a - ..... ...... ... tll?giOI:L
........ ~- ........ CIIIipl: ~ .. . ... ..-..= ...... -. Dimension IV: PROFESS1DNAL/EI'HICJ\ll LEGAL ISSUes (18.5~)· ...... IIIIIY t: T ... -.-.. --..... _ ..... d . ••=•-•-....-.a I' 7 ..... ,
1
' alar..-es-..... _, ....... .....-a ...... IF I fll at :..VSt ........... Ill ' ......... II . OMWllll)hlsOI _ .. .......,...,.. .. -.,. 9;1elinaror 2$ llltn ................
Dlmenstan V: APPUCA'nONS TC SOCIAL SYSTEMS (14%)• ROlli l ... f .l: Dfttltlt. ............. _,,.., iiMiftft·
... ..... ' a .._.... • ,.._ el2ecllva r . .......... ..,...,........_ .......... oe .. ................ ..., .. __ .. ~
, t wt I o .... ......, -..; C. C I I liiDiiiiiS .... 11' It t: ._ Wt* ..... C. I t *IE e. D · · a aDJ.. !dlzi cL~ ...... -ot..-a .,......: 1- au• r 1 - - ,., ... "-.•F• r
llaDIIa .... l: r.- 1M ........... IS I g· I ..C SIICi:ll uacau=-•., .. .,__,......., I dj ~Ewucuoon .... . ........................ ..., ..... Ciiill IIIU.
a. aDMit•r~ ..._.. • ~ ,_ ...a o1 • WIUita ....... 1M .,...._ ......... tJwa.lll?gt at Tftllftl· .... ..... , L tn•e---alll?sylleift.
ASPP8 1110 ..._ al!laiM fD II•IIWd SIUd8ms ..s Clldd8ta a 11 ·• "an :~~na~~n • ~ tram Previaus eana•. 1Ns dac:llnMI GaiDinl appuraimately 1!50 ta.ms _.., Ul8d C11 pNWfaua Ianni Gl IIW EPPP • Far 111 CMn tx*Y ......_ ASPPB dDell ,.. lnduiSe tna _...,_
All ~n~cnta l1apnrlln!l Semel ,_ a.n CISillblished .. tho Pralos:ianl2l Elu8tilillllnn SaMCIII to ldl:lla mabf-
111r br pe~nlle~g cad1- ID ._. tlllir EPPP saar• _. • .., *- tD , IUIIblr a1 - nr rrauiuas • n. .,...._ .....,.111111 S.W:. niSillll?irlS a ~t ,_.. a1 -•*?lilian ..,.. • a. EPPP far :II =ndi· diiU. On N ...-: :ldeWa ,......_ U. ..a wil repon IW 101n • .....,..,..,.._, br iPiiUCiiale nnnn&li¥8 d:lla. ta IIW ban a1 ..,.,_ _. nr pnMnc:D In wtoicft licnnsutn
Ia t.1ng saughL A .... ,_II dwlad ta ...... scan. n.~ ............ d ..... lnd
u. .,.,......., a1 pol lUI ._.. far clllill. 111gg111 trw ... ...... wiD .._ ...... ~in paydiJ:IIOgy
. non.-........... . --""" ... a±* ................ •.--.";-IICIUIS......,_!! ........... ( ·-·- .....,...,._ . ....,.., ....... ~
Ia libty to .raunr ,._ fl 2 2t ~-1ft .. ... .... Plae:aa.. 1'M S1U1MnC lhauld LIPUI ........ laW
wHc:h ......_a. •:E PIn af Pls4' 1 i el .._. ledge tO ...... ....,..... • .... .....
llanal psyd'aaluglat. .....,... ................ ..
CDIIIie:lily al ... ffald al .......... ;nllatf - In u. .....-. a.a -... I 11 ru I tel ...-. Ia a aa-L C&n:ary 01 .................... Gr '$ Litfuai IIJ • auw thin a quellfiect Pltd..,.. Ia MilD..., tO._ •
clfllcull& ·--· ... Pltdi 1
11
- • ..
malile. a tlrD8d ~ • II ar .._.
baM:!s ia ............... ·-·-· 2 5
1 .... ,_ .._,........_af ..... ,.,,, 1 ••snu.,. have saugtt aut ....... I W
1
2 • ... AI'A -. daRb wnd t._. ......... Ill I I Q ibiJd ,... •• raretr -.nera clllblby In ••
5
'*10 ......_
Resources a cmal be GWNII;pl MIM .. N ...... ....
U. wen ca .. rli. ,......_ fcw ...... In .., j · 7"31an I'IIUil • ..... _. flail .. ...-: llllnl In
.....,. A&:lchua far - ................ -
...able fran ... AliCicil ... i af - ... Pnluinael PsyaJa~ogt Baercls n .. ........-..,. ~ r • ..., ,..,. UIUdy In JUJ. In - Anw- ...,.,
1
zltl ... In daubt. waite ar Cll yaur balnL In ...._ • .. fnlltt'\tel Baerds, 1M fa11aMn1 .. aiW - Gl litfwt dan wHen may be a1 ve1ua tO • 'r?ft asd r.al?y.
AI'MIIca•~A• :1
r~n abal PrareaianlltAIIitlra . 7SJ Arll S1ntll. H.£. WatiUgtlli.D.C.aDIZ~
AIMric:ai Psyctaagicaf AIIOci Ill I Olllc8 at Edt c 11 aallll.AIIelrs
. 7SJ AriiSU... N.£. .,..,.. ...... D.C.a:IXIZ-442
~Wild Dacianll Pl,.-arnstn ~- ec..,..lin9. a S:haal Ps-,c:lldagf. PullliiftriS......,in lheNIWIWi .... tliCIIiiL
APA-wu.-r.•••• far Docull Tnil*lg 1n Cllnicalf Wid ~IMMng Ps)diUIGgJ .......... ......, in .. ArllencatPsyduagiiL
s.cr...., Df a. ao.nt o1 Eaaaliiwa al....,.. ••Ill, vaw azearprawaa.
ENTRY REQUIREMENTS FOR PROFESSIONAL
PAAcnCE OF PSYCHOLOGY
A Guide for Students and Faculty
Asso~onofSUtteand Provincial Psychology Boards
farm8rty
American AISCJCiadcm of Slale Psychalagy 8D8IdS
P.O. Sax 4389 Maanga...,.,, AL 38103~
95
~·~ 96
-4 ..,._ ~.. CANADIAN COONSEIJ.QR CERTUICATION (CCC)
Approved by the So:cl ofDacmrs of.J,be C3mdfaa Gaid:tm=e =ad Omnsei1Jaa Aaad:ldan oniua:y 31, 19Si 2ZU1 ~on Jaac 4, 191L (llnisa1 Oil Jaa:arr 'rl, 1990.)
L WHAT IS CCO
the prim:y purpose of lila C:=df:!n CouseUor c:n.ac::ldon Is co a=bllsll a adoa:al c:enuicma: prace:s. Idelsdly c:aanseDaa Wile b:lve obt:Wa:d c,mdf:!a ~="an. ~ m m:dmtn a flliSr.et of c::dfied COWISdlocs. CCC wa ildd:ued by die C2mdt:aa Gaid:tace :tlld Coas~Jiq Aaod:tlfa11.
A. Catific::uion pramares pra!essioa:tl =ccunr:zbiUty a vtsibiliq.
B. Cmtfic:dan fdendftes to me pubUc: ud pra!asioal pars ma= cauadiors whO bave met spedllc prafasiallll SIUd:ards.
c. Cutific::rian eDC011aJes cbe caarinJJiaa :rawm aad davelopmem of counsellors.
III. CERTIFICATION ClUl'ElUA
A. CGC.-\. Membersllfp
AU persaas wba :n IIWI1bers inaaod madtnl af t.be C:aa:tdl:za Guidaace :z~c1 CaWISeWDJ Assad:uian ue eUgible !or cenitlclioa. Mcmth:~bfp rn cqc~ !ftV!'t hs: m;jngjnJ!S! rnrnu•hOU[ tbS: thu; '"Cr ns:!"gd rn!Jnwin• smtns;rfnn.
B. Graduate Tn.iDiDI
A lf'lldJWe deane. or eqam1em. m c:awzsentaa ar rel!IW1 pra!essioal fteld trom a CGCA re:=pU:::i higher educadoD i.IISUmdaA is required. mowtna evtdallce a! GRADUAtE course work ill:
1. Caunselllq 'tbear1 2. Supervised CoaseWna Pncticzm
mel OllADt1AlE ccnaae work ill six at die !oUowiq area:
3. CaiiUII1Uiiellioa at Kel!ldOIISh!p SkUls 4. Gtoup Caaasefllq 1. Career Deft!Opmelll 6. Aaeamem llld·Tadlll 7. Resardlllld C'lllaldoll I. Coanlralianmedlacls 9. I.=rniq ad HIIIIIU Dnelopment
tO. Psyc:balopc:d Educnion 11. CoWISClllq llillnadaD Srnu:pe: 12. Coua.selJIDJ Oirls ud Women 1~. Multi-C::ltual Cauase!!int
PROFESSIONAL IlEFEBENCE POBM 97
Note: Refe:ence forms must be camplerecl by pmfeaismal co•mseDczs. cann•Ooredae!lrms. ara.sapenisa~
Applicmt's Name: ~---~-~~~--------------JPPlying fer C,nadjan ColUiseUor Cerritic:alioa.
The person named above bas applied to die Onadim GuiMace llld Coua•Dinl Association to became Canadian Ccnified CounseU~ Your assessmeat of tbe appJicua's ch!nmrisrics will enable COCA ra eva!t. arc whether this app.lic:un meeu i1s stmdards. PJe:ase rapalld to all qnesrious ro die best of your ability.
1. Refe:ence'.s Name: ------------ Profession: ---------
Business Address: -----------Depee: _______ _
PosidOil T'We: ---------
T~rleplmae: (__) --------
2. Pl=se ~ the applicant compared to adler collDSI!llazs you bow on die foDowiq ~ Please place a check mark in every c:aregary.
ding Above Avetqe Be!OW cannot Avemp Averqe Evaluate
Individual counselling skills
Group coucselling skills
Personal integrity
Consulting skills .
Ability to relare to co-walkers
A~ility to be objective on the job - . .
Ethical conduct
Concern far welfare of ctiencs
Sense of n:sponsibi.U1y
Recognition of own limiu
Supervisory abUities
Ability to keep nweria1 confidential . .
(Ple:ase complere both stdes of this form:
PROFESSIONAL llEE tHENCE FORM 98
Applicmt's Name: ---------------------applyiq for CiJnadi•n CoaaseDar Cerrific:uiaa.
The person IWDed above baS applied 10 die Qn;uflan Ciuidamz aDd OnmseJJiq Assadarinll ID become Canadian CertitW1 CounseDor. Yaur aw•sment of die appficua's chaa• zed sacs will amble COCA ra nail ate wbelber this appli=Dt meeiS Us s=dards. Pl=se mspcmd tO aJl qvesaans ID die best of your ability.
L Reference's Name: ----------- ~!adoa~-------------------
Business Address: ----------- Deer=---------Pasi1iaD 'Dde: --------
Telephone: <--.> -------2. Plc::ue rue the ~pJic:mt compared to ocher couaseUors you kDow on the !allowiDa ~
Please place a ched: mart ill every carqory.
f . Above Avera&e (;.UmCt
-... ~w
A~ Ave:qe Evahwe
Individwli counselling skills
Group counselliag skills
Personal integrity
Consuiting skills
Ability tO reWe tO co-walb!S
AbUi!Y to be obje¢ve ca the job .
Ethical =ndua
Concern far we!ta:e of ctiencs
Sense ot responsibility
Reccgniticn of own limits
Supervisory abilities
Ability to keep m:tWia1 ccnfidentiAl .
(Pt=se compleEe bam sides of thiS fom :
99
Appendix!
Applications for Professional Associations
100
APPLICATION FOR MEMBERSBIP Ia tbe
CANADIAN GUmANCE AND"COtJNSEJ.LING ASSOCIATION
0~---------------~-----------------------
------ PosalCade ____ _
Telephone !lame (..__) ______ ...;_ __ wax (..__) __________ __
~ ~-----------~~---------------
PI.BASE INDIC.Am P1UH1Ul.ED LANGUAGEOF CORRESPONDENCE ENGLISH -
·PRSNCH
IIE'ntOD OF PAYMENT
... crMaMycn.r-ISA __ __.,~~~---
VISA Numlllr
-
laPiD"'na
Spedalfzpsfon -----~~-~---Yeas afupe+n= • Gllidnce CclarPefUn&--
l'tJLLMEMBER (I) Pasaa:s p?lllt''"l a aactm• ... ill pida:c
.a cuur•lllnr !tall acolllp ar llllitlaily mc-01" ized br dla All a 111 fs ID afUIIifit lflfes IIICf eoneps afCemcl! ar~~i.uslimdoa·
(I) Pasaa:s "o"""' a auheaf&J depBe pins au~ otapel•ncw fa pl ..... aciiiWf'':""&:
(IIi) Pasaa:s wlla baw W Z tftdly camplied I. CWO· ,arcaaisa (artlpliYIIIIIO lla dllla&ld at =ms:. 11111 mmpfzed by die .U.:"'fm IIIII Jsuddilic ~~&waarafad•Jallaae ,aroteqede"':e m
. lie pa edt e of pl"'"at IIIII cullllf"'D"S: (tr) Peaaaa wilD. wllllala& depee. ~~~ 11 Jeast
fbar111111D a pasidm of pirtezre llld CDDZlSI!IIq.
• ,._ praftde ciAc i!!IIMICdall SIIPPartfDC yat· 1111 !M!!!._.appllcetfm
ASSOCIAmMEMBEll • 0. wllo is iAI"i rM ill die IISO' i•dcm but DOt
eUp"hJe m till cne a tall or saactem ~ STDDENT •· ~be enppl ill atbll-dma smdesu propam
of WWiefJCWcdlnrjan.. Praaf of smdeDr Slams : • be •l!lrllet m 1111 appllcadnn (% yr. muimmr
IIEnRED MEMBER • Mall be mlimd fzana wart.
Jaar ...at SIIIIDII
~· ,:~----------------~ ~---------------~ CDr · •--------------------0: PllftaPnaD Pf PlapaaO.uJq Pt Ollllt 0
nsor (mull bt en ANP Membef) ne: _________ _
•cas: _________ _
. ·Ilion:----------:phone: ------------c: _________ _
~-·~·-------------e: ____________ __
.~--~~------------ta: _________ _
--- ..... : ......... ,.,....... ............ .... D.:YOUDOitOTrtE!DTOIIftGIITDEOAS PSYCHOLOQI&T BY THE tEWfoctftDLAttO
>ARD OF EXAM11'1ERS It PSYCHOLOOY TO Jatl IEA.H.P. ·
lEar Fudhor lalormallon
Plaae conlad:
AIIOCIIIea. fl ftlwfa•..e••• PIJdlalasiJII P.O. Baa 1:1700, Sllllan A
&1. Jahn'a. niWIDUnllln4 AlB 401 TclcpltaH& (l01tl71·221l f••; ClD9) 111·2&48
Association of Newfoundland PsycholtJgists
Information &:
Application
s .....
The Auocllllan oll1ewfouncland Plrchofo· ••••ccka to promDla human welrua b~ fullhcrlna ychoiOQ)' •• •n art, • Kiene•. ancl • proltllllln In JWioundlend an4 a..bfador. The Aa10elallon was ·ma4 In 1161 and Ill ptaMnl conallluUDA an4 me Will adopltd., IJU. ·
The Auocllllon heaiMf'llblfl •• t •v•· 'I ol~elllngalndudlng htel&h. educalton, govern· •nl an4 ptfvale ptadlca.
HPfunctlou: Pfomoltandl4wwalr11M11al ..... llllllll pi)'Cholotib'l,
Ptamaltlhllpfllcii1Dntl , ......... aolvlna hurniA Pfotlltma.
Promoltlhl provlllola al parcWoakal Hlvlctllof lhon In nttd.
Dlflne andpn!IKIIhl ........ ......... and PfolnllaMIIINciiO ulo Nltl"'(4 bolh .... public and .... prolllllon.
..... ,.......,.ICIIvtfr,......•ln•num· 1 al commllleea lnCiudlnQ:
• Conts.•ae.c. .... • Pllbk Relallofla • Mcmkra•rp . ... ........ , • fltiiiCI
• Prof••• .... Alalra • Ea•k• • C:OQ .........
cmballllp belllllla: A ttawalc"ar, "lhhltl ............ PlychCikiQIII· ... dllkllult4 bi·IM&IIIr·
......................... at Ma.......,,..-..fal ..
mtmbt11, wodllhopa art haW In lhl aprlnglftd , ....... ~lnulnt tducMian .,, ......... ,.~ ..
II) An...,.....ll'*almtlllntllhlldlo tevlcw d11 acllvklu ol lh• A~~odollon ud1 yeot.
3, PfoftiiMIII..II..., IIIUIIICI "'cmb.;rahlp In lhc A1aoclallon enabfca membera lo purchaaell•bUII)'IniUianc:e 11 • wcall)' reduced p11mlum.
4. ,. ........... ...... 1) The Auoc:lellon epon101td
ptovtndelleglllaUon, .,.aaad 1ft Decembu oiiiJB!I,Ior lhe reglllrtlton of P•rchoiOfllllaln "twfoundland lftCI Llbra4ar to certlr lht pradkt of Pa~.
., ...... ,. .... 1Dn ........... ....... to a varltlr of communllr end govaNMM agenclea on llluta Wltlkh 111 ofconcatnlo paycholotJale,
.... of ................... : Otpamncnt olttellth sa. John's Communllr IWh ._., • Roman Cllholk: Archdloclll of St • .IIM'a Cen~dlln Parchologlcll A11oc1t11on lnluranc• Companlta h•wlounclancl T11chtra Auocllllan CIRtdlan Mental Hullh AIIOCIIUon
5. Aw•r4• The ~aaocllllon _., , • ..,...ewo Awatcblo lhldlnfi'I!IHG aholll'p'tdmlleln lhe prolullon of parchofoar.
......,....,aa...,s.atn4.......eclul•••aa I olio we;
....... 140.00 Requlrcmlnll: Doclortltln..,cltala~r~•....,_ lfldlwo r•ar• poe& mtlllfl tlltvant 11perlence. AaiOda .. UI.DD Requlrrmenll: Mall .......... fii'Ch•lr· Afllllle 120.00 Requlrtn~~~~ll: lnlu ... lnperdaal•lrlllroulh..,.. In, ...... fltlcl.
........ ••.ao Rcqultrmenll: fult·llmllf..,_ .. .,.... of p•rcholosr
"~------------------------~-·u; ___________ _ Tai:Wodu _____ Homt: ___ _ Race of Emplovmentl ________ _
,~~-----------------Dw•~·--------------------GutMct .... ll
Qnlvallr ... _... ----------0.•••;, ______________________ _ -~,,, _____________________ _ ••OM•~~-------------------
~·-~--------------01•••:, _____________________ _
·~·~--------------------··o•ac~~-----------------
Unlv•tllr aMendect. ----------
O.•••;·-------------------·Sptc ... ,:. ________________ _
••OMec~~------------
Delli•
~: ___________________ _ ~·----------------------Emplara'·--------------,., .. MioH•: --·-------
Workshop rJotrcc
Fostering a Positive Climate In our Schools
-&p/oring raues tJI Ha...-r and 14afJ a•
Friday........_,. 23.1191 1:00 - 3:30 p.m.
Li&tledale ea..r..-c.tn
The day c:nmbfna ~ IIIII ,..-dfem•·au u a metbocl ta (ocaa • diMe~ ill-.r ......._ Govenuzaent. COIIUDaaitJ allll8Cbaal ..-~will addna c:wreat 1'8MU'dlad._ die=..-ca a positive school dima&a. Studemelna tba IDt aec'i•ta uui Saiar RiP Sc:boola will be wtitiily iiBalftd tbzauPout the clay.
Guidance Coauellon. Stadat s.l"ie11 Pu........_ ad IIDY apDCiea or paup8 ilmllftli wftll die ...... .,..... will find the iDlcmDa&iaD .............. ad Cll1'ftllt. The worbhop ia .............. ~ NewfinuuDaucl ApDciM (or Scbaollleallll CHASID. A detailed qenda will be aftiWale clllliq JeaiW)' aa sent to all Sc:bool Boarda Clll tbe AnlaD p.m..,,. Pleue Date: !DJvlmeDt ia lilllitellad a~ deouiline will be UISIGIUUIIIL
For Curther decails. pleUe CGII'*Ict
Derek Steveuall CGuid•UCI C«muUor) Queea Elizabedl..-•1 Bilh Scbaol
Conception Bay Saudl ~ Scbool Baud Tlllephaae: 814-208112082
Fu: 834-1121
103
Name: ----------------------------
Slntet-~-----------"'!to·· "''"I• ---------------Postal Coda: __________ _
Phone: (W) ---- (H) ----
E-mail:
Schaal:
Position:
Schaal Board: __________ _
Membership Fees: (,._a.,.. fiiiY8l* to SCAN}
Full Member: $15.00 s 5.00 Student
Mail Completed Form Ta:
Ron Martin Treasurer
Sctloot CounseUors Association of Nfld. 190 Elizabeth Avenue
SL John's. NF A181T1
104
F#(f(:.ll llf~~ An i.nvtt:ation to joi..n ~ ~n , Psychot.ostcaL_NsociatiDn
111a can.IM Plycftalagical ••a~r.,... iS 1M ..-.••ar:ts-. tar ...,CIIalagi•• ift Canua.founcllcll111l:ll.iliiCIWfllaa..........,..oiG~Nr3.1110..-alalil•_......,.. Ia -- ........... af IIIYCf'IIIIOg···· .............. IIIYCIIDtDglall ••fi:K Ia -conunuN&y. IIICI wt10 t.a.IIICI dO •..at.
Act:i.viJ:U:s CPA .... you~ ~cca~~ to~ eo~....,_ wHii....., r ... -. CPAhcMdaa ......... aiiiiUalcanvwttionwitftQ ........... IRKfDIILIIDI8dllll?t ... ~alldiGciaj ....... CPA puDiiaftea 3 Cl.......,. jGUrlllis UICia ........ IIIII-.,. NCIU'I:Pd ,_ 011...., OCMrpuDIIcaUans.
CPA ac:11 as a liaison wftll ~ naocistiana UICI CIIIW ~ IIOdleL
CPAqs~,......IIIY'CftCIIOIJifttoebyillgtMGrlntirtgCaunc:illana 1ov•ll_.all.....,.oflnt..attoyou. CPA off?IS .,..._. PrafaliDIIII u.wty IIIIUriiiiC&
CPA pra~ 111U1Y dOCUnlenll of,,.._ IGIISYCftaklllfaiL tor uam~~te. a CIMdfUI COde of Ell'lta: a GraGuare GMicle: Sian.,. for Pr01t...,_ at ~ s.mc.: ana Guidelf,.. for Qaunulling .,.., T'beraCIY wftll wam-.
Divisions ~d
Sa:t:ions
fee:s 0986)
TheN .,. a.. IMfot Dlvimana tor PQcflolagiMI: Aootf.a uct EQertm...W: MCtl of Ulem ..,_ • 111nua1 A...a tor c:amrtiXIIialll to peycftOiagy. n... .,. uao 22 SlcltOns (or lmet•a QrDUCIIt in wllictl you may t:11aame iiWGivea.
Ill fot fua ....,.DsflftfD (M..-. 01 Doacnl._..) UlforiiUdiM~ (lndudel IUIIHrfDiiOM to 2, ... QU&ftltly foumall)
Application proCedures
MlmwN~~-.--------~~----------~------------------~~~~~~:=~~-SurftameiiiOm ae lanrille Given ~IHWlomt TIUwlitte ( .. Dr. Ptof •• ICC-I
Ad*~~----------------------------------~------------------------CIIyMIIc --------- ProvJSIIa: ------ Poatal CocleiCocle ,_... ____ _
Colilltly/Payt: ------------- Tet/Ttl: aa.. of 8irlftiDale de.......-:----
PROFESSIONAL QCPERIENCEIEXPERIENC& PROFESSIONNELL£. EUPt.QI AcnJIL: ---------------
Present occupatiaft/....,. eM t•empaor. -------------------------C1JARENT MEMBERSHIP IN OTHER PSYCHOLOGICAL ASSOCIATIONSIAQHESIONs A Q"AUTRES ASSOCIA nONS OE PSYCHOLOGIE;
REGISTRATION 11tG/ot C&mFICAnONIENAEGISTREMENT etlou csmACAnON:
,..... .
lOS
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106
Appendix!
Application for Conference Aid
COSI'C:RDCJ: Am UPUCATXCDT Gtadala sau'nc U....
JMI7FIIIIHII,%1, ......... ..._ AllliS (709)n7-4J95
107
~ arsTUbiBT=---------------------------------------------------S1UDENT %D HUMBEa=---------------- I .%.1f.
JIBCNE wCJMBEitS: BDHE ------- sea• 'OL ------------
to~ ~ ADnRESS -----------------------------------------
MAS'IDS: ___ lhD=---- rm.t.•UIIE: ___ WUtT-TlME: ______ _
~=.---------------DEPAkbda%: __ ,__,__ __ ,__,__ _____ _, ____ __ ~: ______________ ,__ __ ,__ ________________________ _
~ OF ~=--------------.-------------------&VE YOtT A1'PLD:D i'IIEV%0DSLY?: WERE Yatr SUC:CESSFOL? ::.---
%!' YCtJ WERE stJCCE,SS!'C%.. 1IDW IIDa D%D ftU IECE%VE? :
T%'%t.E ag CXiLiiiEIERCE:
SPCRSCIUBG ASSOc::t1a%aRCSl : ___ ,__ _____________ _
LO~CB=---------------------~=-------------------ARE YCtr 1) JIRESEfi%1fG A IAR:Jl? 2) liOS"J:'Ea?--~ ~ EXPENSES: ____________________________________ ___
DDltCOWB OF EXPENSES: 1) DAVEL 2) ~CNS l) ICQD. ______ 4) REG%$DA'%'IDR 5) OlliER. CS:PICNJ _________________ _
'rC'rAI. AMOtlNT OF PCRDDIG EDECD:D nat OlW SetnlCES =-----------:UDXCOWlf OF FtDIDlNG: 1) ~ 2) saHKV%SOJI.
3 l GIWmAD ftm:JDS
4) 01liEi. (SHCll Y)
ANY OL&ER ~DR=---------------------------------------------
Agplication Jufgnuatjpn
Please complete the attached form to help us assess your application for travel
aid from the Gmfwde Students' Union. Please enclose the following documents
to assist us in tbe selection process:
+ Letters from your Supervisor AND Department Bead statibg the
importmsce oftbis c:cmf'erence to your PfOIPa&WDe, the title of your paper
(If applicable) aad veriflcatioa of aay puted or espected famdiac- If
ao fimdiq is available, this sboald also be stated.
+ If you haw already attended the conference, you are requested to submit
original receipts, which wm be returned upon request. These receipts
should include either proof of resistration or a=sporution documentS.
totaDing a minimmn of Sl 00.00.
+ If you bave not already attended the conference.. please submit a detailed
breakdown of estimated expenses. Orisinal receipts totalling a minimum
of Sl 00.00 wiD be expected within two weeks of your return.
Late applicatious will not be considered until the tbllowins semester.
Applicati~ received ill advance of ccmferences will be held over to the
following semester ualess a breakdown of received or expected ftmding is
enclosed. Azrt iDformation siven in this regard MUST be verified in the letter
from your Head of Deparanem. Applicants MUST submit evidence of
registration of tbe c:onfenmce with tbis application.
108
AppendixK
School Counselling and School Psychology Program Course Outlines
109
Promm Core Counp; §cbool Couasellingand School DJchoiQ&Y
6100 - Research Designs & Methods in Education (3 units)
6700 - Ethical and Lepl Issues in Counselling and School Psychology (1 unit)
6701 - Issues and Methodologies in Learning and Developmental Research (2 units)
6702 - Counselling 1: Theory and Practicum (2 UDits)
110
You should note tbat course units relate to hours of class contact. A one unit course
meets for 12 hours per term. A two unit course meets for 24 hours per term. A three unit
course meets for 36 hours per term.
School Counselling With Thesis
Cl 6100 - Research Designs and Methods in Education (3 units)
CJ 6700 - Ethical and Legal Issues in Counselling and School Psychology (1 unit)
Cl 6701 - Issues and Methodologies in Learning and Developmental Research (2 units)
Cl 6702 - Counselling 1: Theory and Practicum (2 units)
Cl 6703 -Personal and Professional Development Group (non-credit)
CJ 6704 - Counselling IT: Theory and Practjcum (3 units)
0 6705 -Nature and Development of School Counselling Services (2 units)
0 6706 - Career Education and Career Counselling (2 units)
CJ 6707 - Assesunent for CounseHon (1 unit)
CJ 6708 - Group Counselling: Theory and Practice (2 units)
111
Cl Thesis
There you have it. These courses give you the 18 required units. The boxes are provided
to check as you complete your course work. Your thesis is last, but not least. More
information on the thesis option follows. Below you wiB find some workspace to
tentatively plan your course work.
112
s~ Fall .liM - . ;:"\DnlliiZ
...... ... ~ .
Fall .. ,. Snrinll w1mcr •
Fall - . i:IUI
.
Expected course completion elate: ---------------
Expected program completion date: --------------
School CtluuselliDg With Intemship, Project or Paper Folio
0 6100 - Research Designs and Methods in Education (3 Wlits)
0 6700 - Ethical and Legal Issues in Cow•nselling aud School Psychology (1 unit)
113
0 6701 - Issues and Methodologies in Learning and Developmental Research (2 units)
0 6702 - Counselling I: Theory and Practicum (2 units)
0 6703- Personal and Professional Development Group (non-credit)
0 6704 - Counselling D: Theory and Practicum (3 UDits)
0 6705- Nature and Development of School Counselling Services (2 units)
0 6706 - Career Education and Career Counselling (2 units)
0 6707 - Assessment for Counsellon (1 unit)
0 6708- Group Counselling: Theory and Practice (2 units)
Electives equalling 6 course units:
o __
a __
o __
o __
0 Internship gr
Cl Project gr
0 Paper Folio
114
This program is comprised of the 18 required course UDits listed above aml6 elective
course units. Note, 6 elective units does not mean 6 cfift"eratt courses! In addition, you
are required to complete an intemsbip, project or paper folio. Details of these options are
elaborated in a following section. Your total program includes 24 course UDits and an
internship or project report or a paper folio. The boxes are for you to have fun checking
off courses completed.
Below you will find some workspace to tentatively plan your course work. Part
time students may find this particularly useful.
115
~ Fall .l'.ila. .lllil.
.... - . YWIDICI"
Fall aa. .
Fall .... ~ .. wmrer ~.:nnw
Expected course completion date: ---------------
Expected program completion date: --------------
School Psychology With Thesis
Cl 6100- Research Designs and Methods in Education (3 units)
Cl 6700 - Ethical and Legal Issues in Counselling and School Psychology (1 unit)
116
Cl 6701 - Issues and Methodologies in Learning and Developmental Research (2 units)
Cl 6702 - Counselling I: Theory and Practicum (2 UDits)
Cl 6750 - Professional Practices and Consultation in School Psychology (1 unit)
Cl 6751 • Principles and Procedures ofPsycho-Educational Assessment (1 unit)
Cl 6752 • School Psychology and the Curriculum (2 units)
C1 6753- Practicum in School Psychology (2 units)
Select 2 courses from the S listed below:
Cl 6709- Assessment oflntelligence and Learning Skills (2 units)
Cl 6712 - Nature and Assessment ofBehavior Disorders in Children and Adolescents
(2 unit)
Cl 6754 -The Physiology and Psychology ofReading (2 units)
Cl 6755- Nature and Assessment ofLeaming Disabilities (2 units)
Cl 6756 - Identification and Remediation ofProblems in Learning Mathematics in Grades
K-8 (2 UDits)
Cl Thesis
117
The above 18 course units and a thesis make up this prosram. Your thesis is not last nor
least. More information on a thesis is covered in a foHowing section. ne boxes are
provided so you can have a little fim checking offtbe courses you have completed.
Below you will find some workspace to tentatively plan your course work. Part
time students may find this particularly useful.
118
rt. Fall Winter &!-..:--
Fall Winter - .
Fall Winter ~nrinll
FaJI Winter Sorinll
Expected course completion date: -------------
Expected prosram completion date: --------------
School Psycholoey With Iatemsllip, Project or Paper Folio
CJ 6100 - Resean:h Designs and Methods ill Education (3 Ullits)
CJ 6700 - Ethical and Legal Issues in Counselljng and School Psychology (1 unit)
119
CJ 6701 - Issues and Methodologies in LeamiDg and Dcvelopniental Research (2 units)
CJ 6702 - Counselling 1: Theory and Practicum (2 uaits)
CJ 6750 - Professional Practices and Consultation in School Psychology (1 unit)
CJ 675 1 - Principles and Procedures ofPsycho-Educational Assessment (1 unit)
CJ 6752 - School Psychology and the Curriculum (2 units)
0 6753 - Practicum ill School PsychoiOSY (2 units)
4 elective course units from the foUowing counes
0 6709 - Assessment oflntelligence and Learning Skills (2 units)
CJ 6712 - Nature and Assessment ofBebavior Disorders (2 unit)
CJ 6754 - The Physiology and Psycholo8)' ofRading (2 units)
CJ 6755 - Nature and Assessment ofLeaming Disabilities (2 units)
0 6756 - Identification and Remediation ofProblems (2 units)
6 eleetive units from the following counes for a total of at least l4
c:ourse units
C 6710- Development and Implementation of Special Education (2 units)
C 6711 - Behavior Modification in Educational Settings (2 UDits)
C 6713 - Educational Applications of Cognitive Psychology (2 UDits)
C 6714 -Principles and Practices in Exceptionality (2 UDits)
C 6716 -Working with Families and Parents (2 units)
CJ 6757 - Advanced Studies ofDevelopmental Disabilities (2 units)
CJ 6758 -Theory ofEducational Measurement (2 units)
0 Internship g[
CJ Project gr
CJ Paper Folio
120
This program is comprised of the preceding 24 course units and your choice of an
intemsmp, project, or paper folio. Details ~f these options are elaborated on in a
following section. The boxes are provided so you can have some fim checking off the
courses you have completed
Below you will find some workspace to tentatively plan your course work. Part
time students may tiDd this panicularly useful.
121
'P'Ail .... - . WIMI!I' ;:
'P'RII .... ~--=--ftiiRI:
Fall -~ .§liill. ftiDliCI
'P'stll ~ - . ;"'IDHDK
-
Expected course completion date: ---------------
Expected program completion date: --------------
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