Presentation to accompany Guidelines for the Practice of Professional Psychology in Schools within Saskatchewan Living Document 2008 Guidelines for the Practice of Professional Psychology in Schools within Saskatchewan Living Document 2008 Saskatchewan Educational Psychology Association Saskatchewan Educational Psychology Association

PREFACE Supplements the Canadian Psychological Association document Professional Practice Guidelines for School Psychologists in Canada (2007) Professional Practice Guidelines for School Psychologists in Canada (2007)

A Psychologist is registered with the Saskatchewan College of Psychologists (SCP). required to have foundational knowledge in psychology, and core competencies. a provider of psychological services.

LICENSING of PSYCHOLOGISTS Graduate Degree Documentation/Reference Practice Experience Mutual Recognition Agreement (MRA) Examinations Competency Area Continuing Education

Response To Intervention (RTI) Psychologists will use their skill set to assist school divisions in implementing RTI.

LEGISLATION and POLICY The Education Act, 1995 First Nations and Metis Education Policy from Kindergarten to Grade 12 The Psychologists Act, 1997 The Children’s Services Policy Framework

EVOLUTION of the ROLE of PSYCHOLOGISTS Assessment Responding to needs of students Collaboration with school team (Saklofske & Grainger, 2001)

SCHOOL TEAMS Student Parent/Guardian Teacher/Administrator Educational Assistant Other Multi-Disciplinary Team Members Outside Agencies

ETHICAL PRINCIPLES Respect for the Dignity of Persons Responsible Caring Integrity in Relationships Responsibility to Society

ROLES and RESPONSIBILITIES Including, but not limited to prevention intervention follow-up (progress monitoring)

ROLES and RESPONSIBILITIES PREVENTION Consultation Advocacy Professional Development Public Presentations Development/Implementation  Service Delivery Model  Policies

ROLES and RESPONSIBILITIES INTERVENTION Assessments/Counselling Crisis/Tragic Events Support Referral/Collaboration  Other Agencies/Professionals

ROLES and RESPONSIBILITIES FOLLOW-UP Collaborative Review of  Interventions  Outcomes  Recommendations

PSYCHOLOGICAL ASSESSMENT PROCESS Formal Referral Assessment Report Follow-Up

PSYCHOLOGICAL ASSESSMENT PROCESS FORMAL REFERRAL Informed Consent (Adapted from the Canadian Psychological Association, 2000) Purpose & NatureMutual Responsibilities ConfidentialityBenefits/Risks Possible Alternatives Dual or Multiple Relationships Consequences of Non-Action Where/How Information will be Stored Withdraw at Any Time Time Period of Consent

PSYCHOLOGICAL ASSESSMENT PROCESS FORMAL REFERRAL Current Needs of the Student Information  Service Provider Contact  Background  Family  Adaptations ‣ Student Response to Interventions/Supports

PSYCHOLOGICAL ASSESSMENT PROCESS ASSESSMENT Comprehensive Range of Informal/Formal Tools Information Gathered from a Variety of Sources

PSYCHOLOGICAL ASSESSMENT PROCESS REPORT Should be understood by a diverse audience that includes  Students  Parents  Teachers  Administrators  Other Professionals (e.g., police officers)

PSYCHOLOGICAL ASSESSMENT PROCESS REPORT Learning Styles (% of population)  Visual (46%)  Kinesthetic (35%)  Auditory (19%) (Sousa, 2001)

PSYCHOLOGICAL ASSESSMENT PROCESS FOLLOW-UP Continuous Progress Monitoring in Collaboration with Classroom Teacher Building Understanding of Academic Successes/Challenges with the Classroom Teacher

Research Recommends an Ideal Ratio Psychologist to Student 1:1000 (Davis, McIntosh, Phelps, & Kehle, 2004)

FUTURE DIRECTIONS Prevention/Early Intervention Counselling/Referrals Strategic Involvement Identify Intervention  Strategies  Barriers Collect Responses to Intervention Data Broaden Approaches Balance of Direct/Indirect Services Accountability of Outcomes/Interventions Moving towards a response to intervention

PROVINCIAL WEBSITES Saskatchewan Educational Psychology Association Psychological Society of Saskatchewan Saskatchewan College of Psychologists

REFERENCES For a complete list of references and websites, please consult the document titled, Guidelines for the Practice of Professional Psychology in Schools within Saskatchewan For a complete list of references and websites, please consult the document titled, Guidelines for the Practice of Professional Psychology in Schools within Saskatchewan Saskatchewan Educational Psychology Association Saskatchewan Educational Psychology Association