Vignette #1: Choosing
Between a Diagnosis and a Safety Net
Vignette #1: Last
year a parent requested testing for her son’s attention problems. Susan, the
school psychology intern, collected initial data but the team determined not to
complete an evaluation and instead put interventions in place. Later in the
year, his mom asked Susan to have teachers complete rating scales so she could
bring that data to the doctor. Over the summer she brought her son to the
doctor and he was diagnosed with ADHD and prescribed medication. The mom
emailed me at the beginning of the year informing me of the diagnosis, so I
then called her to see if she wanted to schedule a 504 meeting to see if her
son would qualify for accommodations through a 504 plan. She said no, and that
she wanted to see how her son would do without a formalized plan. Two weeks
later there was an incident during the ACT where the student grabbed the
supervising teacher. The teacher pressed charges and the student was arrested
for assault. The student is now being put up for expulsion. After the incident,
the student’s mom contacted Susan’s supervisor to request a 504 evaluation.
Vignette #2: Systemic
issues
Crystal, a fourth grade
teacher, is concerned about the mounting behavioral and academic problems she
has observed in her classroom. In a conversation with the school psychologist
and his intern, MaryAnna, she expressed extreme frustration. “I have eight
students with awful behavior during math. The trouble started in January when
we started preparing for State-mandated testing. I know it’s frustrating, but I
have to give them these daily drills. Now that I think about it, I’ve only had
these problems since we started the new math curriculum. I need these kids
evaluated now!” Apparently Crystal is not the only fourth grade teacher coming
to administration with referrals and concerns.
Dilemma #1: Making
New Connections
Imagine you are a practicum student with an assignment to
conduct a multi-modal social-emotional assessment. In your elementary school,
personality testing and narrow band diagnostic testing is rarely, if ever,
conducted. You are worried that you will not be able to find a student to test.
Once you do, you realize that several of the social emotional assessment
protocols available in your school are out of date. How would you approach your
supervisor about this problem? What are some creative or collaborative
solutions to this issue?
Dilemma #2:
Drawing the Line
You are an intern at a high school and you are involved in
individual counseling with a 16-year-old girl, Renee. Renee tells you during a
session that she just found out she is two months pregnant, but she is very
afraid to tell her parents and refuses to do so. What are your school policies
on student pregnancy? What would you ask your supervisor with help on this
case?
Reflection
Question #1: Challenges
How can school psychology students and their supervisors
gain and maintain an understanding of the communities in which their students
live? What can they do to collaborate with and contribute to that community?
Reflection
Question #2: Social Emotional Learning
How can supervisors help interns and practicum students
to understand and integrate themselves into the systems operations of their
schools? How can the supervisory relationship be used to work through
difficulties when working with other staff?
