For more information about the Illinois School Psychological Internship Consortium, visit the following links:
History
Mission
Training Model
Goals
Administration
Competencies
ISPIC Competencies
One goal of ISPIC is that interns implement acquired skills in assessment, prevention/intervention and collaborative problem solving (consultation) to address mental health and learning problems in individuals from 3-21. ISPIC has adopted the Archival Description of School Psychology developed by the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) as a foundational document. Portions of it are quoted here:
"School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological diagnosis, assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems.
School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds have equal access to effective educational and psychological services to promote healthy development.
School psychological services are provided in a broad array of settings (e.g., schools, workplace, school-based and school-linked health centers, as well as medical, social service, or correctional facilities). School psychologists recognize schools as a crucial context for development. They know effective instructional processes; understand classroom and school environments; understand the organization and operation of schools and agencies; apply principles of learning to the development of competence both within and outside school; consult with educators and other professionals regarding cognitive, affective, social, and behavioral performance; assess developmental needs and develop educational environments that meet those diverse needs; coordinate educational, psychological, and behavioral health services by working at the interface of these systems; intervene to improve organizations and develop effective partnerships between parents and educators and other caretakers."
ISPIC has been developed to provide experiences consistent with the CRSPPP definition for the practice of professional psychology within the school psychology specialty. The National Association of School Psychologists has developed standards for the credentialing of school psychologists. The interns must display competency within the eleven standards in order to complete their preparation to practice as an entry-level professional psychologist as described in the CRSPPP definition. With the help of site supervisors, interns develop an Internship Plan that lists the kind and nature of the experiences they need to receive in order to meet the specific objectives within each of the eleven identified competencies. The Plan to achieve competence in the eleven standards is negotiated when interns commence their internship and includes the activities and experiences consistent with the site's service delivery mission and interns' personal interests when possible. These objectives will also be consistent with those of the university program in which the intern is matriculating. The eleven identified competencies are:
Data-Based Decision-Making and Accountability:
School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. Data-based decision-making permeates every aspect of professional practice.
Consultation and Collaboration:
School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
Effective Instruction and Development of Cognitive/ Academic Skills:
School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with ifferent abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
Socialization and Development of Life Skills:
School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
Student Diversity in Development and Learning:
School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential nfluence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
School and Systems Organization, Policy Development, and Climate:
School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
Prevention, Crisis Intervention, and Mental Health:
School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical wellbeing of students.
Home/School/Community Collaboration:
School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
Research and Program Evaluation:
School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
School Psychology Practice and Development:
School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
Information Technology:
School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
The identified competencies are communicated verbally and in writing on orientation day. Intern's perform a self-assessment regarding their development toward the competencies in August. Four times during the year, interns and their supervisors evaluate progress and discuss it during feedback conferences. Informally, case presentations and written work products are reviewed to the extent that they reflect competency development. Training seminars provide didactics, which also contribute to the interns' growth in these areas.