Module 4, Case Study # 2/2pages

Module 4, Case Study # 2 Start Assignment - Due - Points 25 - Submitting a file upload - Available Case Presentation In this course you have been introduced to the *NASP Practice Model* and the variety of roles enacted and functions carried out by school psychologists. You have also been exposed to some of the challenges within the field of school psychology, including disagreements over training and the appropriate entry level degree, significant shortages, lack of diversity in the SP workforce, and difficulties breaking out of the traditional paradigm of “testing and placement.” These challenges have many experts calling for a shift in the way school psychologists are trained and the duties they are expected to perform. Peter is a Ph.D.-level school psychologist in a large and socioeconomically stressed urban high school. His supervisor, Audrey, is the Director of Pupil Services, and oversees school psychologists, school counselors, special education teachers, behavior technicians, and other student support staff (e.g., physical therapists, occupational therapists, speech-and-language therapists). As part of his training, Peter spent one year in a clinic providing Multisystemic Therapy (MST) to families. MST is an evidenced-based approach primarily used to support families and their children who have committed criminal offenses and also may be heavily involved with drugs and/or alcohol. Peter sees a great need for offering MST services among his high school students and approaches Audrey about shifting his workload—which is primarily assessment for special education identification and developing behavior interventions—in order to implement MST in the school setting. Although Audrey values Peter’s passion and his expertise, she doesn’t believe allowing him to specialize is feasible. “Peter, if you stop doing assessments,” she argues, “then the other school psychologists have to pick up your load, and everyone is already overwhelmed by the special education testing caseload and the high amount of behavior interventions that need planning and monitoring.” “But, Audrey,” responds Peter, “by allowing me to provide MST services, the behavior problems could be reduced, and students wouldn’t miss so much school due to suspensions for school misbehaviors or detention center placements for criminal conduct outside of school. They wouldn’t fall so far behind academically and the number of students receiving academic intervention services would drop,” Peter insists. Audrey isn’t convinced that Peter should specialize. She worries about unintended consequences as well as how the other two school psychologists in the building would react. These other psychologists also might have special areas of expertise that they want to practice, and then where would she be? No, she decides, there are simply too many demands for assessment in the here and now, and the promises of preventing behavior and academic problems that haven’t even occurred yet may not come to fruition. Problem/Issue Identification Clearly state the main issue in this case. Provide a brief discussion of any related issues, particularly as related to specialization and training. You may wish to use information from some of the readings this week to provide context. Problem/Issue Solution *What are the advantages to subspecialties?* Describe the advantages to developing subspecialties. Consider the implications for both training and practice. *What are the disadvantages to subspecialties?* Describe the disadvantages to developing subspecialties, some of which may be barriers to establishing subspecialties. Consider the implications for both training and practice. *Should the field of school psychology move in the direction of developing subspecialties?* Weigh the evidence you have provided and provide a decision as to whether or not the field of school psychology should move in the direction of developing subspecialties. Personal Reflection In *two or three sentences*, discuss what you would decide in this scenario if you were Audrey. You are also free to briefly discuss any key insights or related personal experiences. Rubric Case Study Rubric Case Study Rubric CriteriaRatingsPts This criterion is linked to a Learning OutcomeProblem/Issue Identification Accurately identifies all problems/issues in the case study. 3 pts Meets All Expectations 2.5 pts Meets Most Expectations 2 pts Meets Some Expectations 1.5 pts Meets Few Expectations 1 pts Meets No Expectations 0 pts Component Missing 3 pts This criterion is linked to a Learning OutcomeCase Analysis: Course Connections Makes accurate, insightful, and powerful connections between the issues and problems in the case and relevant theory, empirical research, and key concepts from the course. There is a minimum of TWO different sources cited for support of analysis. 6 pts Meets All Expectations 5.5 pts Meets Most Expectations 5 pts Meets Some Expectations 4.5 pts Meets Few Expectations 4 pts Meets No Expectations 0 pts Component Missing 6 pts This criterion is linked to a Learning OutcomeCase Analysis: Solutions and Recommendations Effectively identifies, describes, and assesses the pros and cons of solution and recommendations that address the multiple issues central to the case. Solutions and recommendations are realistic and target specific actions that will resolve conflict or improve functioning for the individual(s) in the case study. 6 pts Meets All Expectations 5.5 pts Meets Most Expectations 5 pts Meets Some Expectations 4.5 pts Meets Few Expectations 4 pts Meets No Expectations 0 pts Component Missing 6 pts This criterion is linked to a Learning OutcomeThoroughness Responds substantively to all elements of the case, but maintains clear and direct focus to stay below word maximum (max. 1000 words). 5 pts Meets All Expectations 4.5 pts Meets Most Expectations 4 pts Meets Some Expectations 3.5 pts Meets Few Expectations 3 pts Meets No Expectations 0 pts Component Missing 5 pts This criterion is linked to a Learning OutcomePersonal Connection Shares original thoughts to generate a unique example, perspective, counterargument, solution alternative, or critique that goes beyond superficiality. 3 pts Meets All Expectations 2.5 pts Meets Most Expectations 2 pts Meets Some Expectations 1.5 pts Meets Few Expectations 1 pts Meets No Expectations 0 pts Component Missing 3 pts This criterion is linked to a Learning OutcomeWriting Proficiency Uses flawless organization, grammar, mechanics, and APA format. Paraphrases expertly with no use of direct quotation. Writing is clear and effective. 2 pts Meets All Expectations 1.5 pts Meets Most Expectations 1 pts Meets Some Expectations 0.5 pts Meets Few Expectations 0 pts Meets No Expectations 2 pts Total Points: 25