As such, please complete this document by addressing Section #1 and Section #2 b

As such, please complete this document by addressing Section #1 and Section #2 below. Ensure that your writing sample includes the following:
• Between 750 to 1500 words, for each of the prompts.
• Accurate spelling, grammar, and punctuation.
• Ideas are well organized and adequately address the topic posed. This writing sample should represent your best writing efforts and will be evaluated, along with your other application materials, by faculty interviewers. As such, it is strongly recommended that you have someone proofread your work prior to submitting this form.
• If utilized, support from the professional literature is formatted in correct and current APA style.
SECTION #1
Describe your goals, objectives, and plans as they pertain to obtaining a PsyD in School Psychology. Include information from your prior professional experience and how it will contribute to your academic success and future professional work as a doctoral level school psychologist.
ALL APPLICANTS ARE TO ADDRESS SECTION #1
In your response you must address how you plan to complete the required clinical training, which includes two quarters working 20-hours per week at a school site and internship which requires four quarters working 40-hours per week at least half of which must be completed at a school site. Note: Currently licensed school psychologists may be approved to substitute their two quarters of working 20-hours per week at a school site for two other five credit courses in their specific area of interest for professional growth.
a) Describe how you will obtain a clinical training site, locate a qualified site supervisor, and complete the required hours.
b) Please identify possible barriers you may face in obtaining and securing a clinical training site and supervisor, and how you intend to overcome potential concerns.
c) Many clinical training sites do not offer paid practicum or internship positions. If you encounter this situation during your search, how do you intend to complete your field training? Remember that a change in your current employment situation not only impacts your financial situation, it also may affect your medical insurance arrangements.
d) If you find that your arranged primary site supervisor unexpectedly can no longer provide supervision (possibly due to medical issues, family concerns, or a change of employment), what actions will you take to make sure that you can complete your clinical training.
Please use accurate spelling, grammar, and punctuation. Answer must be between 750 and 1500 words. Include well organized ideas that adequately address the topic posed and support from the professional literature formatted in correct APA style.
Insert your answer here:
SECTION #2
Please address one additional topic from the ten below.
Below are the National Association for School Psychologists (NASP) Standards for Training and Field Placement. These ten domains are the guide by which all School Psychologists complete their professional work. Review each of the ten NASP domains. Choose one and describe how you have exhibited skills in your prior professional work related to that domain.
2.1 Data‐Based Decision‐Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
2.2 Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individual. Further guidance regarding the assessment of candidate knowledge and skills is provided in the document, Guidelines for Performance- Based Assessment and Program Accountability and Development, located on the NASP website. Standards for Graduate Preparation of School Psychologists families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
2.3 Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
2.4 Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
2.5 School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
2.6 Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
2.7 Family–School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
2.8 Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
2.9 Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
2.10 Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology.
Please use accurate spelling, grammar, and punctuation. Answer must be between 750 and 1500 words. Include well organized ideas that adequately address the topic posed and support from the professional literature formatted in correct APA style.
Insert your answer here: