Mastering the role of a school psychologist and beyond: practicing the ten domains of school psychology in a large diverse urban school district while working with local, state, and national organizations to advocate for the rights of LGBTQ youth
Graduation Date
2015
Document Type
Project
Program
Other
Program
Project (M.A.)--Humboldt State University, Psychology: School Psychology, 2015
Committee Chair Name
Brent Duncan
Committee Chair Affiliation
HSU Faculty or Staff
Keywords
Diverse, LGBTQ youth, Lesbian & Straight Education Network (GLSEN), At-risk youth, School psychologist, School psychology, National Association of School Psychologist (NASP), Gay, Humboldt State University -- Projects -- Projects, Advocacy, Urban
Abstract
This portfolio demonstrates my knowledge, competency, and skill in the ten domains of school psychology, as proposed by the National Association of School Psychologists (NASP, 2010a) and the California Commission on Teacher Credentialing (CCTC, 2001). I practiced the roles of a school psychologist during one school year working as a School Psychologist Intern in a large diverse school district located in an urban setting. My duties and responsibilities consisted of consulting and collaborating with school faculty, parents, students, and outside organizations with a focus on helping students attain access to an education. I conducted cognitive, academic, socio-emotional, and behavior assessments; utilized data and research to make decisions and recommendations; assisted with the development and implementation of interventions; and provided individual counseling services. Throughout my internship experience, I had a goal to go beyond the role of a School Psychologist Intern within a school setting. I got involved with advocacy efforts for lesbian, gay, bisexual, transgender, or questioning (LGBTQ) youth by collaborating with representatives from NASP and the Gay, Lesbian, and Straight Education Network (GLSEN). My portfolio products document my successful work as both a School Psychologist Intern and advocate. Conclusions address the need for School Psychologists to expand their roles in districts that limit their responsibilities. Recommendations include providing comprehensive services during practice and focusing advocacy efforts on at-risk youth within and outside the school setting.
Recommended Citation
Sanchez, Tiffany D., "Mastering the role of a school psychologist and beyond: practicing the ten domains of school psychology in a large diverse urban school district while working with local, state, and national organizations to advocate for the rights of LGBTQ youth" (2015). Cal Poly Humboldt theses and projects. 1181.
https://digitalcommons.humboldt.edu/etd/1181
https://scholarworks.calstate.edu/concern/theses/0v838281z