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  • Généralités

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  • Identification card

    Teacher: fatna ben amor
    Email: fatna.benamor@univ-biskra.dz
    Scale: english language
    Unit: Horizontal unit
    Level: 2 Masters  school Psychology 
    Scale time frame: 15 weeks
    Weekly hourly volume: 01:30 minutes lecture 
    Evaluation method: Continuous monitoring
    Parameter: 01
    Balance: 01

  • Education objectives

    The student should be able to acquire the basic concepts and terminology used in school psychology and be able to use them in the professional setting

  • Prior knowledge

    The student should be familiar with some concepts and terminology in the foreign language in the field of school psychology in the professional environment

  • Scale axes

    1. A general introduction to school psychology:

    - The concept of school psychology

    - History of the founding of school psychology

    2. Psychologist in school psychology:

    - The role of the school psychologist

    - The relationships of the psychologist with the family

    - The relationship between the psychologist and the professor

    - The relationship of the psychologist with administrators

    - The relationship of the psychologist with society

    3. School psychology practices


  • Lesson 01: school psychology

    summary:


    In this lesson, the nature of school psychology was addressed through the general definition of the specialty and how it developed, through a foundational historical overview.   where school psychology was defined as a field that applies the principles of educational psychology, developmental psychology, clinical psychology, community psychology, and behavior analysis to meet the needs of students. Learning and behavioral health needs of children and adolescents. It is the field of applied psychology practiced by the school psychologist،  The history of school psychology dates back to the beginning of American psychology in the late nineteenth and early twentieth centuries. The field is associated with both functional and clinical psychology. School psychology actually emerged from functional psychology. School psychologists were interested in childhood behaviors, learning processes, and dysfunction in life or in the brain itself. They wanted to understand the causes of behaviors and their effects on learning. In addition to its origins in functional psychology, school psychology is also the oldest example of clinical psychology, starting around 1890. While both clinical and school psychologists wanted to help improve the lives of children, they approached it in different ways. School psychologists were interested in school learning and clinical psychologists




     


  • lesson 02: PRACTES OF SCHOOL PSYCHOLOGY

    sammary:

    The twenty-first century has proven to be a time of great opportunities and challenges for today's youth. To help students navigate the educational process, we must provide diverse opportunities and provide resources that enhance their experiences inside and outside of the school environment. While it is clear that academic proficiency is our ultimate goal, it is essential that we recognize the importance of guiding students through the development of their whole selves. This includes not only strong academic rigor but also the emotional and social skills that will produce productive and responsible members of an ever changing world; Academic success is affected by many factors including equitable and effective teaching, motivation, interpersonal relationships (home and school), ability to cope with emotional challenges, stress, resilience, disabilities, socioeconomic breadth, and cultural and linguistic factors. Therefore, in this lesson we will discuss the following:

    - School psychologists

    - The practice of school psychology

    - The mission of school psychologists

    - Scope of practice of school psychologists


  • lesson 03: Standards and Domains of School Psychology

    summray:

    The National Association of School Psychologists (NASP), the American Psychological Association (APA) Division 16,8 and the Connecticut State Department of Education (CSDE) outline the scope of practice of school psychologists to ensure delivery of comprehensive school psychological services. The organization of this section borrows directly from the NASP conceptualization ofdomains of school psychology practice, which promotes the shift toward a more comprehensive model of school psychological services that will have the effect of promoting better outcomes for all students.10 Alignment with these domains is also
    consistent with the Connecticut Common Core of Teaching (CCT) Rubric for Effective Service Delivery 2014, Evidence Guide for School Psychologist.

  • lesson n 04: Principles for Professional Ethics of School Psychologists

    summray:

    As a core value, all school psychologists adhere to ethical standards of practice at all levels of service delivery. The two major professional associations in school psychology, the National Association of School Psychologists (NASP) and the American Psychological Association (APA), have developed codes of ethics and professional standards for the delivery of service. The National Education Association, the American Federation of Teachers, and other professional organizations have their own codes of ethics.

  • lesson n 05: Making Optimal Use of School Psychological Services

    summray: 

    Although school psychology is not currently listed as a shortage area in Connecticut, longstanding shortages of school psychologists nationally has continued to threaten students’ access to school psychological services. 15 16 School district leaders should think strategically on how best to maximize the
    use of this valuable resource. While school psychologists will continue to fulfill the critical need for evaluation, greater emphasis should be placed on prevention, consultation, collaboration, and indirect services to proactively support students in an effort to prevent students from failing and obviate the need for more costly, more intrusive interventions.

  • lesson n 06: : Supervision, Professional Development, and Evaluation

    summray:
    Supervision for school psychologists is necessary to ensure ethical, non-biased, competent best practices in the delivery of school psychology services and includes both administrative and clinical supervision.
    s, legal, contractual, or other organizational matters specific to the school district. Rather than discipline-specific skills, administrative supervision includes things such as staff assignments and performance of job-related responsibilities in accordance with labor agreements. This level of supervision is made available to the school psychologist to help solve problems related to job performance and/or conflicting personal factors.
    Administrative supervision is performed by a certified school administrator who may or may not be credentialed as a school psychologist.