The Chicago School of Professional Psychology/Garfield Park Preparatory Academy
Garfield Park Preparatory Academy (GPPA) is a contract school operated by The Chicago School of Professional Psychology (TCSPP) in partnership with the Chicago Public School system. The school is dedicated to improving educational opportunities for children in Chicago's East Garfield Park neighborhood, an economically and educationally disadvantaged community characterized by low educational attainment and academic achievement rates.
GPPA uses a holistic approach based on the principles of Applied Behavior Analysis (ABA). GPPA is one of the few schools in the country - and the only one in Illinois - to build an entire academic and social structure around the use of these evidence-based ABA techniques. The school has also adopted other school-wide initiatives, such as response-to-intervention (RtI) and positive behavioral interventions and supports (PBIS). Although classroom curriculum and instruction is structured around ABA principles, school psychological services are provided using a variety of theoretical models. GPPA is a school serving students in grades K-5. Interns will spend rotations in both neighborhood middle and high school settings to broaden exposure to a variety of student populations.
The School Psychology Program at TCSPP is based on an integrative-systemic model aimed at training practitioners to enhance the educational experience for diverse youth populations. The program is accredited by the National Association of School Psychologists (NASP) and qualifies students to sit for the National Certification of School Psychology (NCSP) examination and earn a Type 73 certification/endorsement with a specialization in School Psychology in the state of Illinois. Faculty has a broad range of interests, including early childhood, response to intervention (RtI), school neuropsychology, urban education, and multicultural education.
Interns spend the majority of their time at GPPA, engaged in school-based psychological service delivery (assessment, intervention, consultation, etc.), under the supervision of a TCS faculty member. Interns receive training and supervision in a broad range of school psychological activities, but an emphasis is on gaining experience in systems change efforts and community outreach. Interns spend approximately 4 days each week at GPPA. In addition to this primary role, interns have the opportunity to teach a course in the School Psychology Program, as well as provide supervision to graduate candidates. Opportunities for supervision of graduate candidates in the School Psychology Program are offered at GPPA and other community-based assignments arranged by TCS faculty. Interns are also offered opportunities to engage in research and scholarship activities with TCS faculty. Interns are not expected to engage in all of these activities outside of their clinical work, however, have flexibility in choosing activities that fit training and professional goals. Interns receive a minimum of two hours each week of direct supervision in clinical activities at GPPA and additional supervision for optional activities from one of three primary supervisors. Interns will be supervised in all activities of the internship (e.g., clinical, teaching, supervision, etc.).
Interns will have office space at both GPPA and TCS to accommodate work in both settings. The Test Kit Center at TCS offers a wide variety of testing instruments, curriculum and computer equipment. Interns receive a stipend of $15,000 with full benefits and mileage reimbursement associated with ISPIC events. The intern's workweek of 40 hours is individually arranged, but follows GPPA and TCS calendars.
Supervisors
Rachel Cohen, Ph.D., LCP, NCSP received her doctoral degree in School Psychology from University of South Florida with an emphasis in systems change and research methods. She has been published in Best Practices in School Psychology, School Psychology Review, and other peer-reviewed journals. She is currently an Assistant Professor at the Chicago School of Professional Psychology with a joint position as a practitioner at Garfield Park Preparatory Academy. She previously worked as a School Psychologist in a middle school for five years, where she worked to implement RTI in her school and district. Her current research interests are in the implementation of systems change, particularly in an urban setting. Dr. Cohen is responsible for on-site intern supervision at GPPA.
Kristy Kohler Kelly, Ph.D., LCP, NCSP received her doctoral degree in Educational Psychology from the University of Wisconsin at Madison where she received extensive training in prevention and intervention science. Dr. Kelly is an Assistant Professor and also the Director of Applied Professional Practice in the School Psychology Program, with key responsibilities in the placement and supervision of candidate field experiences. Dr. Kelly has experience as a school psychologist in therapeutic K-12 settings and as a behavioral consultant to schools. She has presented locally and nationally in the area of data-based decision making, response to intervention and early childhood prevention and intervention. Dr. Kelly is responsible for supervising the intern in any supervisory role of other graduate candidates.
James Walsh, Ph.D. received his doctoral degree in School Psychology from the University of Texas at Austin. He is the current Department Chair in the School Psychology Department at TCS and Associate Professor. Dr. Walsh’s interest and expertise are in the area of school law and ethics; individual and family mental health intervention; and effective graduate teaching. Dr. Walsh provides the intern supervision for the graduate teaching activities 1 hour each week.