School Psychology interview questions
What did you do/learn in your Educational Research and Outreach course?
- reviewed and discussed literature on after-school program student retention, needs and resources for low-income youth in after-school programs, data informed instruction, peer instruction, retaining students in STEM, retrieval practice in learning (long term retention), ways to improve student learning, fostering curiosity and creativity in youth. -once a week, I worked with a team of 3 other tutors to implement/ teach STEAM related and physical activities to 2nd grade students at an after-school program. -lots of self-reflection! -an opportunity to learn/ study the effectiveness of educational techniques -learned that after-school programs that combine an academic and social component, structure and freedom, and opportunities for students to see themselves succeed in tasks are most successful and especially enriching for underprivileged youth.
How did you manage your time among school, work, and or other activities?
- scheduling. At the beginning of the quarter, I make note of the dates of exams/quizzes for all my classes, review syllabi, etc. And from there its all about budgeting time.
What do you feel are the most important qualities in being a good School Psychologist?
- willingness to learn---> continue education and approach problems with an open mind -patience/empathy--> school psychologist deal with a lot of folks who may challenge their reccomendations/opinions, so SP's need to cultivate patience and empathy so they can handle people's frustrations in a positive and direct way - respect toward confidentiality and diversity and strong ethics --> Sp's need to be trustworthy with sensitive student information and understand how their work and actions can impact the lives of their students -Strong interpersonal and communications skills--> SP's interact with a wide variety of people (teachers, parents, students, administrators) thus they should know not just what to say but how to say it. -flexibility and problem-solving: SP's may find themselves in less than ideal circumstances so they need to be able to flexibly complete the job requirements and be able to apply knowledge and skills in complex situations and solve unique problems using evidence based practices -good writing, organization, attention to detail skills involved in the evaluation of many students and report writing
What are you hoping to get out of the program? What are you looking to gain from your grad school experience?
-Develop strong affiliations with my cohort and faculty and develop a better understanding of how school psychology practices create and maintain effective , supportive, and inclusive learning environments. Specifically I hope to acquire: -knowledge of methods in research, assessment, data collection and analysis to develop effective interventions , identify strengths and needs, and to measure progress -knowledge in methods of consultation, collaboration and communication that promote effective decision making/teamwork -knowledge of evidence based curriculum, instruction and strategies to strengthen social-emotional functioning, mental health, and academic achievement -skills to design, implement and evaluate services within a cultural/contextual framework that supports effective functioning for diverse individuals/families
What do you think of diversity? and do you think it makes for a good learning environment?
-Diversity is not only differences in outward appearances but also differences in experiences and upbringing that influences thought processes, behavior, opinions/values I believe diversity is important to have for a good learning environment because people who have had different experiences will have different ways of thinking. These differing perspectives can also influence your own way of thinking that will help you arrive at better solutions to problems -It also allows you to learn respect for the experiences of groups you interact with that can inform your decisions and actions for the better.
What will you do if you are not accepted into our program?
-If I am not accepted into your program, I will make sure to contact the school and determine what I will need to do to become a competitive applicant for the following application cycle and apply again. A failed first attempt wouldn't deter me from something I am passionate about pursuing. - continue to gain more experience working in a school aiding children either as a paraprofessional/instructional assistant, behavior technician. -continue to develop my knowledge in school psychology by researching, reading , and connecting with school psychologists and/or graduate students.
What strengths would you bring to internship?
-My strong work ethic- combining patience, persistence flexibility and resilience are what have helped me push for success and adapt to difficulties along the way and which will help me through the rigors of internship - dedication and openness to learning more about school psychology. - enthusiasm for collaborating with others and interest in helping others succeed (accountability for learner outcomes). - Having grown up in Los Angeles county. anddoingmypracticumexperiencewithinalowsescommunity. I have seen first hand the need for school psychologist in low SES communities .Through myexperiences with minorityandlowses students, i have gained cultural competency and an appreciation for diversity in all it's forms. I plan on applying this appreciation in my internwork -I aim to apply whatihavelearnedsofarinmy program ( self-reflection, inclusivity, decision-making grounded in research and collaboration)
What are you looking for in a good school psychology program?
-NASP approval to ensure quality training, comprehensive content, and extensive, properly supervised field experiences -a specialist-level program - An urban environment to work and gain more experience in urban public education since such issues as poverty, mental health, low academic achievement etc are more prominent in schools located in these areas and which I believe I can make the most difference there as a SP. - Comprehensive training ( research, child/human development, Ethical/Legal/professional standards, Assessment, counseling, evidence-based interventions, consultation, disabilities) to ensure training in a strong varied role -a small program of 20ish students, where I can work with a diverse multicultural population of students -a program that stresses collaboration among students, faculty, families/ schools -a supportive/ collegial environment with people who are passionate about the field.
What steps have you taken to confirm that you want to be a School Psychologist?
-Shadowed and Interviewed a School Psychologist my 4th year in undergrad because I was interested in how school-wide data is used to support and identify students that may need the extra support ( good-working knowledge of report writing process and steps to multi-faceted assessment) -If I wanted to be a SP, I needed to experience working in a school environment so I can understand the dynamics of working with children, parents, and teachers--->after school educator, tutor, mentor -personal research into the field by reviewing the NASP website -personal readings on School Psychology ( We Cuss a Little, the School Psychologists Survival Guide) -listen to School Psyched Podcast -contacted school psychology grad students and school psychologists
What motivates you?
-not just achieving the goals/ expectations I set for myself, but also valuing the progress/journey I take to get there -To put in perspective, in my academics, i found myself more motivated to succeed in my courses when I placed more value in what/ how I was learning vs. the grade I earned in the course
What issues/ topics with the field are you most interested in?
-promoting self-care among school psychologists -changes in the Assessment report process from writing less jargon and dense descriptions of tests and data to more narrative based descriptions that induces empathy, explains problem, restores hope and inspires change to allow families to understand their children needs more effectively. ( tell the story of the person being assessed not the story of the assessment of the person) -implementation of early childhood intervention/prevention strategies to address physical and mental health in children ( increase parent/caregiver skills, increase teacher skills through behavioral consultation, increase child skills through direct training in social skills, play and emotion regulation interventions
Why are you applying to the program at Alliant? What would make you choose this program over other programs? How do your interests align with the program?
**Having grown up in communities of Los Angeles and coming from a low SES background myself, I have seen and experienced what low SES students face and students who come from single parent households and through my work experiences with minority and underrepresented students, I have gained cultural competency and an appreciation for diversity in all it's forms. I choose to apply to CSOE at ALLIANT because of it's similar values in cultural diversity. I believe it is important to prepare school leaders to comprehend and respect the unique experiences and specific contexts of students we interact with and to use that understanding and sensitivity to make professional decisions that benefit diverse learners and families.** -In my undergrad, I learned the importance of being a critical consumer of research, taking time to reflect on my actions/work and making adaptations as necessary. My work as a tutor, camp counselor, and after school educator has taught me that these traits are paramount especially when the effects of my decisions and actions can have a tremendous impact on the outcomes of others. I am excited to pursue educational training at CSULA, which shares the same values of data-centered decision making, research based and reflective practices that I uphold, for it is critical in preparing school psychologists to deliver quality services -I also agree with the "School as a whole" and "democratic participation" principle of the faculty, program and college, for it maintains that everyone is involved in the student improvement process, reinforces school connectedness and emphasizes closing the achievement gap as a responsibility held by school professionals **Lastly, i chose to apply to ALLIANT because it gives me the opportunity to work for diverse children and families that encompass urban schools, where I can ultimately provide culturally competent and effective practice in all areas of school psych service delivery.** **i also value the colleges' belief in promoting an inclusive world. It is important to prepare school professionals in cultivating an inclusive educational setting that recognizes student's right to learn in an environment that respects diversity, enables participation , removes barriers and anticipates a variety of learning needs.**
What is the difference between a child psychologist and school psychologist ?
- "child psychologist" typically refers to doctoral-level clinical psychologists who specialize in children. -"School psychologist" refers to professionals ( specialist level) who address school-related issues that concern children, teachers, parents and families, as well as school organizations. -School psychologists' training includes study in education and special education, with less emphasis on psychopathology and long-term therapy. -School psychologists typically work in school settings, with a few working in clinics or hospitals to treat school-age children and school-related problems. -Child clinical psychologists typically work in hospitals, mental health centers, and private clinics. -The school psychologist can be involved in services that prevent mental health problems and severe behavior disorders, or to intervene at early stages to prevent more serious problems. They are also far more likely to work with teachers and parents to improve instruction in the classroom.
Describe your role in promoting diversity? Describe your method of learning? how does it fit with this school? Tell me about a time you made an assumption ab someone's identity? how did you handle it? how do you imagine your own identity will effect the work you do in school?
- I think becoming an effective school psychologist means having knowledge of individual differences, abilities, disabilities and other diverse student characteristics and evidence-based strategies that address potential influences related to diversity. -provide culturally responsive services to students who have disabilities/ health problems, who face cultural or linguistic barriers or whose family/SES status affect their learning ( planning appropriate IEP, modifying/adapting curricula, adjusting facilities/routines, communicating with parents ab student progress) -working with staff to enhance understanding and acceptance of diverse cultures and to promote culturally responsive schools to engage all families in school life. -I believe I learn best in an small class size environment, where I feel supported, included and encouraged to meet my academic goals. I learn best when I can actively exchange ideas among my peers, whom I can collaborate with frequently and where my skills are not just tested but learned through real world contexts. It fits with this school because CSULA promotes educational equity ( inclusive learning environments), collaborations among students, schools, communities, and frequent field based experiences in schools to learn in context. -Working at starbucks there was a co-worker who would frequently exihbiit a negative attitude toward the customers. It was easy to assume that she was a rude and an unproffessional person. I took a step back and looked at the situational factors that could have been causing her actions. This allowed me to try to understand her behavior and address it appropriately, rather than taking it personal ('' I should stay away from her, she is rude.") Having grown up in ( ) communities of Los Angeles county and coming from a low SES background and single parent household myself, I believe I have a unique perspective into how family or SES status can affect learning. Through my work experiences with minority and underrepresented students, I have gained more of an understanding of individual differences, abilities, and disabilities. I believe this part of my identity has allowed me to comprehend and respect the unique experiences and specific contexts of students I have and will interact with and to use that understanding and sensitivity to make professional decisions that benefit diverse learners and families.
What are your future goals in School Psychology? What are your short term and long-term goals?
- Short -term: -Hope to attend an NASP approved school psychology program -Achieve a masters or Ed.S in said program. -gain more experience working in urban public schools to help address the educational effects of poverty and mental health among children that are much more prominent in urban communities. -provide culturally responsive, comprehensive services and establish healthy academic environments for struggling and diverse urban elementary youth as a School Psychologist. -Long term: -develop and implement interventions that focus on social skills training, play, emotion regulation, early-childhood interventions that prevent mental health problems ( anxiety, social skills, conduct disorders, ADHD, depression) - I value life-long learning so the idea of returning to school to achieve a PhD in School Psychology for private practice is also a long term goal I am also considering
How do you handle stress? What do you do for stress reduction/ stay organized/ time-management?
- When I feel overwhelmed or overloaded with work, I find it is helpful for me to writing down all of the things I have to do, focus on 2 or 3 things at a time, and then cross it out . By putting my thoughts into a concrete medium, I am able to narrow my focus to 2 or 3 things at a time, which ensures better quality of my work and allows me to be more productive since it motivates me to do more as I am able to tangibly cross out my to-do's) -exercise, talk through stress with friends/ family ( allows me to reset)
Do you have an example of when you had to deal with a disagreement?
- While I was working as a youth leader/after-school educator, there was an incident where two students engaged in a physical fight with each other during one my scheduled activities. - Both of these students needed to be written up and their parents called to discuss the incident. - Because the actions of the two students went against the program's behavior policy, they were both suspended. - One of the students' parent was upset and disagreed with the decision to suspend his child. He believed his child was not at fault because he was defending himself. Solution: I discussed the situation with my supervisor and the vice principal, and we again spoke to the parent. We validated the parent's feelings that this was out of character behavior for his child, but we also clarified that other de-escalating actions could have been taken instead of responding in a physical manner. -We reviewed these other possible de-escalating behaviors ( walking away, notifying staff) with the parent and I also explained safer alternatives to hostile behavior to the two students involved.
What age group do you see yourself working with? Do you enjoy working with kids?
- Yes, I absolutely enjoy working with kids. I find the work School Psychologist's do for kids incredibly important and much more power in making a difference in a much different way . I see myself working with elementary or middle school youth. -identifying and solving problems to learning in early childhood is paramount to helping youth succeed educationally in the long term as they mature. I would want to be an agent in that process.
What would you say is an area you need improvement? What skills do you want to develop in this institution?What skills or abilities do you hope to strengthen through our program?
- gain more experience working in urban public education -further improve the ways in which I form decisions and problem solve through teamwork, collaboration and research. -practice utilizing more self-reflection strategies for personal and professional development -gain more confidence in difficult situations, as well as enhance my leadership and public speaking skills
What are the most important developments in the field? What are the major trends in School Psychology?
- leading in the "evidence-based intervention" movement. - the shift in focus toward improving social and emotional functioning, family school partnerships, and school-based child and family health and mental health services for all learners. -Although school psychologists continue to spend the majority of their time on assessing students for special education eligibility, some regional variability, and in some states and school districts, have been occurring where an increasing number of school psychologists are engaged in comprehensive services that allow them to affect more students in more meaningful ways (more diverse roles). --> more emphasis on prevention, intervention, consultation and research to supplement the traditional role of assessment. -Response to Intervention influencing roles -In spite of the shortage of school psychologists, the ratio of school psychologists to students is lower in many districts than at any time in the history of school psychology. These lower service ratios can lead to practices focusing on prevention and intervention rather than special education eligibility.
What was the biggest challenge you encountered in your practicum experience with children? how did you deal with it?
- learning to administer different assessments confidently and accurately, as well as building rapport and being observant of the child's behavior. Learning to do all of this with fluency has been a big challenge and something that I am continuing to perfect. -Practice, practice, practice! and carefully observing my supervisor as she administers tests. Receiving feedback from my supervisor.
Do you feel your academic record accurately reflects your abilities/potential? Is there anything you need to explain on your transcript? What is something about you that you want me to know?
-Although not mentioned in my application or transcript, while I was studying full-time, I was also working at least 15 hours a week in part time on campus jobs through my four years at UCSD. Given this background knowledge, Yes, I do feel my academic record accurately reflects my abilities and potential. - Although balancing work and school was tough, my ability to maintain at least a 3.5 GPA and graduate with a 3.8 GPA speaks to my work ethic/resiliency, commitment to my education and ability to manage my time effectively--qualities that I feel will prepare me for the rigors of grad school and for the challenging work of a school psychologist .
How did you become interested in SP?
-During my junior year of undergrad, I began tutoring a sixth-grade college preparatory class, where I helped students with assignments and through their college exploration process. -I really enjoyed working in a school environment where I could help youth understand and resolve their learning needs. - i then research careers where I could support students in their learning. I discovered the field of School Psychology and I became heavily interested in learning more about the field. - I decided to volunteer at a local school where I could interview and shadow a school psychologist, which solidified my decision to become a SP. I loved the focus on gathering, compiling and analyzing different pieces of information to understand and address student's strengths and needs, as well as the ability to solve problems with teams of teachers, parents and other school staff. -Since then, I have become more involved and engaged with the profession by gaining more experience working with children who struggle academically ( mentor, after-school tutor and educator), behaviorally/socially ( camp counselor) and connecting with school psychology students and professionals.
How do you handle intense confrontations with other people? How do you handle professional and personal ethics?
-I try to put myself in the other person's shoes and try to understand their motivations for acting a certain way. I find that allowing myself to share their perspective, acknowledging and showing sensitivity to their emotions and views in interactions with them helps to de-escalate the situation and reach common ground amongst each other. Ideally, it is important to focus on the duties and responsibilities of the profession rather than personal opinions. Understanding that it is important to follow one's professional ethical code over one's own personal code when in the workplace. Also, understanding that I may not always agree with decisions made in the workplace, but as a practicing professional it is important to strive to keep personal feelings in check and show respect otherwise.
What interests you about the city this institution is in?
-I value the cultural and linguistic diversity of L.A. -Studying in this institution offers me a chance to gain more experience working in inner-city/urban schools, as well as help address the educational effects of poverty and mental health among children that are much more prominent in some urban communities of L.A.
Tell us about yourself.
-My name is Vanessa Cruz - I grew up in Los Angeles County with my three older sisters and my mother. In elementary and high school, I was determined to succeed in my academics, which I also attribute to my family' support. -In 2018, I graduated from the University of California San Diego with a Bachelors of Science in Social Psychology. - During my undergrad, I became a mentor and a tutor for in-class and after-school. Once I graduated, I became a camp counselor and worked as a before and after-school educator at a middle school and two elementary schools. -I initially became interested in the field after my first quarter as an in class tutor at the Preuss School. I discovered that I loved working with kids in a school environment . I then researched careers that would allow me to fulfill my passion and I came across School Psychology. - I was interested in finding out more information about the field, so I shadowed and interviewed a SP, which solidified my decision -Since then, I have gained more experience working with children who struggle academically ( mentor,after-school tutor and educator), behaviorally/socially ( camp counselor) and connecting with school psychology students and professionals.
What kind of student do you see your self as? How do you expect that to translate to your career?
-My strong work ethic has helped me push for success and adapt to difficulties along the way -dedication to learning more about school psychology will allow me to succeed in internship and enjoy the journey along the way - enthusiasm for collaborating with others and interest in promoting the learning outcomes of others. I'll carry these traits into my work with school personnel/families/ children.
Describe a time when you worked with another person on a project that didn't go well, how was it resolved?
-Not necessarily a project but when I first began working as a youth leader/after-school educator, I was paired with another leader to manage and teach a group of students in the after school program. -This particular leader did not follow the expectations and responsibilities required of her as an after school educator nor did she hold any of the students accountable for their negative actions. -It felt very much like a bad cop/good cop scenario where I was often required to manage the difficult student behaviors, hold them accountable for following the program expectations and making sure as a group we were completing the activities/lessons for the day. -I also found that whatever direction I was giving the students was undermined by the other staff leader resulting in poor group behavior and cohesion. -I realized that the only way our group dynamic could improve was by discussing with the other staff leader the responsibilities as after-school educators - I calmly explained to her how I felt like the disciplinarian( i.e. bad cop) and how there needed to be more of a shared responsibility between both leaders in order to have the students follow the expectations of the program, to effectively accomplish the activities in the program and so that the students can receive a quality experience.
What differentiates you from other applicants?
-Part of being a good SP is understanding the multifaceted nature of the field and having both existing skills and the desire to obtain the needed skills to excel in the field. -Being persistent, open-minded and flexible have naturally framed the way I deal with tasks/issues I have also actively put myself in situations that help me gain and strengthen other skills I know are necessary and will be beneficial not only to my life but the lives I can impact as a SP. So I feel what sets me apart is the dedication to take on opportunities in school and outside of the classroom setting.
What is the difference between a school psychologist and a school counselor?
-School psychologists have training in several disciplines (child psychology and development, education and special education.) -Sp's are more likely to have training in behavioral analysis, mental health screening and diagnosis, research methods and specific disability areas. - School counseling usually does not include training or work with special education populations -credentialed SP requires 3 years of graduate school training and an 1,200 hr internship -School counseling requires a minimum of 2 years of full time study including 600 hours of internship - counselors usually work with the whole school population regarding family/academic problems, career planning, course schedules, , conduct social skills and family changes groups, mental health counseling. -often, school psychologist's first responsibility is to the students at risk for failure and who have identified disabilities in which they conduct assessment, consultation involving instructional and behavioral interventions , crisis prevention/intervention, individual and group counseling and skill training -Sp's work may overlap with the work of counselors and social workers and may work jointly with them in social skills groups, crisis support team -Sp's may work at other agencies beside schools ( community mental health centers, hospitals, corrections facilities) -School psychology provides a broader range of activities--comprehensive evaluation of student needs, consultation with parents and teachers ab achievement and behavioral problems, training staff and parents to understand disability and risk issues
What courses have you enjoyed the most?
-Tests and Measurement, as well as the laboratory in Educational Research and Outreach -Tests and Measurement gave me insight into psychometrics (psychometric tests are a standard and scientific method used to measure individuals' mental capabilities and behavioural style) and statistical processes involved in test interpretation-- After this course, I learned I was very interested in Data analysis and he measurement of knowledge, abilities, like that involved in School Psychology -Laboratory in Educational Research and Outreach: What I really liked was that it was a class that I could immediately use the information learned in the course by working as a tutor in an after-school program . As a tutor, I was able to implement STEAM lessons I learned in the class to help underprivileged youth strengthen their abilities/ knowledge and allow them to discover new interests. As a student researcher, I was able to problem solve student difficulties with a team of my peers and professors, as well as measure the students' progress to identify best learning and teaching practices.
What are the responsibilities of a school psychologist? What do you think being a school psychologist entails?
-They conduct psychological and academic assessments which is a major role, collect and interpret student and classroom data, reduce inappropriate referrals to special education by working with educators/staff and families as part of teams in meetings to assess learning and behavior needs (distinguish between issues related to family, culture, language, learning style, disability) -In these teams they plan IEP's for students with disabilities ( if found eligible for Special ed. services) and work with the IEP team to ensure these plans/interventions are implemented. -In addition to implementing appropriate academic interventions and social-emotional and behavioral strategies, they may also provide counseling to children and parents -SP's consult with parents, teachers and school staff regarding children progress. They can advise teachers on how to manage classroom behavior, adjust instruction strategies/intervention or classroom facilities/routines, monitor student progress. ( this is often the first action taken when students are referred for special ed. evaluation, response-to-intervention) -They help to create a safe school climate by providing threat assessment, crisis intervention, suicide prevention and design preventative programs like parenting classes SHORTENED VERSION ON NASP?
Tell me about any volunteer experiences. What kind of relevant experience do you have?
-Volunteer experiences: >TUTOR: tutored a class of 20-25 students during their college-preparatory course under supervision of teacher. - provided assistance to struggling students, often individual basis in a single subject and handled minor disruptions. - improved organization, math, time-management and leadership skills. > MENTOR - met weekly for 30-45 minutes on school campus. -goals: listen, encourage, guide and inspire ( especially important as she was a low-income students , and first generation college-bound) get her grades up to A's or B's. Did this by having study sessions during our weekly meetings, suggesting best ways to study for exams, asking questions to her teachers, helping her revise/ complete missed assignments, practiced organizational skills (planner)and time-management skills. >STUDENT VOLUNTEER TO SCHOOL PSYCHOLOGIST: --learned how school-wide data is used to help support students academically and socially. - learned job responsibilities of the field ( day-to-day routine, types of tests used, process for evaluating students, IEP's, report writing) -conducted in-class observations for referred students, wrote up observation notes (focus on their strengths/weaknesses, distractibility, attention, appearance) 2. test for special ed. eligibility (Autism, hearing impairment, intellectual disability, specific learning disability, etc.) A. review existing info ( review of record ( grades, scores, opinions/observations of teachers/staff/parents C. collecting more info (tests, interviews/ questionnaires/ observations parents, teachers, students) -Tests (cognitive, processing (visual, memory, auditory) emotional scales) -importance of multifaceted assessment for identifying difficulties and strength and needs -evaluation results decide if child is eligible --> team decides--> design IEP with IEP team (set learning goals and outline support/services -Lots of collaboration and problem solving!! > STUDENT RESEARCHER/ TUTOR IN LAB FOR EDUCATIONAL RESEARCH AND OUTREACH -once a week, I worked with a team of 3 other tutors to implement/ teach STEAM related and physical activities to 2nd grade students at an after-school program. -After, wrote field reports detailing student progression, areas of concern, student needs and ways to improve teaching of curriculum . - held in-class team meetings with respective tutors, to address student issues/progression and what we could improve upon or change in next tutoring after-school session -an opportunity to learn/ study the effectiveness of educational techniques, esp. in underpr. commun. -Work experiences: >SAY YOUTH LEADER: Worked as a before and after school educator to support the developmental, social-emotional and physical needs of students ( establishing supportive relationships, identify strengths and learning styles) -provided active and engaged learning by having students work in groups and implementing activities that promote awareness/ thought-provoking discussions -provided skill building by creating projects that relate to students, develop and communicated learning goals for students, offering constructive feedback to help youth learn from mistakes and successes - adapted activities to accommodate the physical and developmental abilities of all participants and actively encouraged their participation to create an environment where students experience diversity/ equity - communicated with parents about their children's progress in the program -met with program staff to discuss program goals and areas of growth - utilized preventative behavior management techniques, validations, positive reinforcement, modeling and redirection. >CAMP COUNSELOR -facilitated social growth, meaningful friendships, cooperation, leadership and perspective taking skills among campers struggling with social anxiety, impulsive behaviors, low-self awareness, avoidance behaviors -frequent communication with Senior counselor and head counselor resulted in team problem solving and share ideas and concerns. -collaborated with 3 other co-counselors to instilled self-sufficiency in campers through the delegation of daily/ shared responsibilities ( helping clean the cabin) and structure and routines( daily review of schedule, bunk huddles, smooth transitions b/w activities) - utilized validations, setting clear expectations, redirection, positive reinforcement, positive peer pressure, setting specific goals (breakdown goals), providing safe space, guided choices, encouraging positive communication among campers, mindfulness, and modeling
Tell me about a major accomplishment and how you achieved it.
-When I was working as a Youth Leader for SAY before and after-school programs, my supervisor had informed me that a district evaluator would be observing how the program was run but that they could only observe one leader to grade their performance that would also determine whether the program achieves a passing status in following quality standard for expanded learning programs. - My supervisor chose me to be evaluated because I had been doing a good job in establishing professional presence, managing my group's behavior in a positive way, implementing effective behavior management tools and applying cooperative games that built cohesion. - I was very nervous, since I wouldn't know when I was going to be evaluated and because I was in charge of one of the more behaviorally challenging group of students. However, I continued to come prepared each day with an outline of my scheduled activities and expectations for my students, improve how I managed my student's behavior as well as create and implement cooperative projects/ lessons and activities that fostered collaboration. - When I was observed, I achieved a passing score and the evaluator had commented that I was doing a great job.
Can you name a time you failed? How did you respond?
-When I was working as a camp counselor, I had one camper who exhibited difficulty getting up in the mornings and after the scheduled rest periods. -Resulted in the whole group arriving late to breakfast and the scheduled activities. -My co-counselors and I used different strategies (positive peer pressure, incentives). All of which failed in having her get ready and arrive on time to activities. -At first we believed this camper's behavior was a result of wanting to defy the rules of camp. - After discussing with my head counselor and having a meeting altogether, we discovered this camper had trouble getting up after sleeping because the medication she was prescribed made her drowsy. - this new insight allowed us to address the issue much differently --> we woke her 10 to 15 minutes earlier, rotated counselors to remind her not to go back to sleep that way she would mentally prepare herself to get up soon.
Tell me about a time you were faced with a difficult situation and how you handled it.
-While I was working as a camp counselor, I had a camper who exhibited behavioral difficulties and aggressive behavior toward the other campers in our cabin. - This camper would routinely insult the other children in our cabin, refuse to participate in some of the camp activities and had trouble following some of the camp rule ( being on-time to activities, shower time limit). -This created an environment that was hostile rather than comforting and safe, where the campers could feel a sense of belonging. -solution: collaborated with my 3 co-counselors, as well as the head counselor to discuss ways to help the camper cope with her social anxiety and manage her defiant behavior. - had meetings with 3 co-counselors, head counselor and Camper to remedy the situation--> decided on pairing camper with another camper who had shared interests and who was more socially well-adjusted, therefore would model more appropriate positive thinking and behavior. -Gave her allotted breaks from the group as she needed this time to have her own space/decompress. -working with her individually to adjust her expectations--> making plans for how she will respond if things don't go as she likes.
What challenges do you think you might face in internship? what are your plans for managing those challenges?
-balancing course work and internship will be difficult, but it is a familiar challenge since I've learned how to effectively adjust my time to meet demands. For me, it's about knowing what I need to get done and how to get it done in the time frame that I have. Once I'm in school, I plan to utilize the resources available to help me in that adjustment process. But I know that once I have an understanding of the everyday expectations i should be fine -Another challenge is learning to confidently and effectively present my assessment findings to parents and teachers in IEP meetings. My plans for managing those challenges include practicing on my own prior to meetings and learning how to efficiently adapt my communication style to best fit the needs of parents and teachers. (e.g. some parents may want overall findings, other parents may want to know more details, such as what assessments were given, what each score means)
What did you do/learn as a camp counselor?
-goal: facilitate social growth/skills, meaningful friendships, competence, leadership skills and help campers w/ impulse control, kindness, cooperation, respect and perspective -campers struggle to make meaningful social connections, many have AS, NVLD or related disorder - Many are developmentally immature, exhibit high energy, attention-seeking, impulsive behaviors, as well as poor executive functioning, low self-awareness, avoidance behaviors, preservation and rigid thinking AS A CAMP COUNSELOR: -often instilled self-sufficiency in campers through the delegation of daily/ shared responsibilities ( helping clean dining table, make bed, sweep cabin, organize their shelves, clean bathroom -help camper learn appropriate mealtime manners, safely reach out of their comfort zones to try new things in activities -problem-solved with 3 other co-counselors, where we implemented structure and routines( daily review of schedule, bunk huddles, smooth transitions b/w activities, instilling time-management to get to activities on time -frequent communication with Senior counselor, weekly staff meetings and meets with Head counselor resulted in team problem solving where we shared ideas and concerns. -often acknowledging campers accomplishments during camp-wide meetings LEARNED: - importance of validating feelings, asking campers questions to serve as reminder/ retain info, setting clear expectations, redirection, positive reinforcement, positive peer pressure, instill perspective taking, help with planning/organizing, set specific goals (breakdown goals), providing safe space/ signals, individualized attention, guided choices, de-escalation, encouraging positive communication among campers, regulating emotions, mindfulness, labeling praise, using visual cues and modeling) learned: effectively manage and lead groups in activities, patience, communicate and adapt to each individual child, open to feedback and development, consistency in behavior management
What did you do/learn as a Youth Leader for SAY San Deigo?
-provided a safe and nurturing environment that supports the developmental, social-emotional and physical needs of students ( identifying students's strengths, interests and learning styles, acknowledging positive behavior, intervening when participants engage in unsafe behavior) -provided active and engaged learning ( learning through multiple senses, working in groups , implementing activities that promote awareness/ thought-provoking discussions) -provided skill building (selecting/creating projects that relate to students, developing learning goals for activities and communicating them with students, facilitating activities and conversations that help students increase sense of personal and social responsibility, facilitating youth reflections, offering constructive feedback to help youth learn from mistakes and successes, helping youth make links b/w activity and lives) -provided youth voice, leadership roles, healthy choice and behaviors -adapted activities to accommodate the physical and developmental abilities of all participants and actively encourage their participation, creating an environment where students embrace diversity/ equity -engaging, communicating and connecting parents to information and services within community and school -met with program staff to discuss program goals, design, impact, highlights and areas of growth -demonstrated commitment to continuous improvement through regular self-assessment of individual performance and attending prof. development training - lots of meaningful choices, structure and routine offered to students (opening activities, review of schedule , supper/ snack, academic component, enrichment component, transition games) -validating, reinforcing, modeling, redirecting -reinforcing four rules ( respect yourself, others,materials and take respon. for your own actions) -consistently breaking down expectations and activities each part of the day ( what, why, how, modeling, questions, trying it with feedback)---> reflection/debrief -facilitating cooperative communication play games to reduce aggression and strengthen pro-social behavior and acceptance of others -program functions tied to meeting maslow's heirarchy of needs -preventative behavior management techniques ( attention getters, validations, staggering dismal through lineups, transition games, brain breaks to soak up extra time) -learned to acknowledge/respond to kids with their cultural frame in mind, use positive nonverbal communication, building pos. relationships with a culturally, linguistically and socio-economically diverse comm. of students, staff, parents -implemented behavior plans for struggling youth, discussed progress with parents and supervisor -discussed incident reports with parents, and problem-solved to improve positive on-task behavior -created and applied social,emotional, academic and physical fitness activities/projects
What is/ are the biggest problem(s) facing school psychology?
-shortages of school psychologists continue to threaten students' access to needed school psychological services, also leading to burnout-->in many instances the recommended ratio of 1 sp to 500-700 students is exceeded, as a result SP's don't have time to perform all of their duties( crisis prevention and intervention, school-wide planning, counseling, behavior and academic supports, parent education) bc they have too many students to evaluate -Sp's are often relegated to working as testing machines for the IEP process in a constant cycle of evaluating children for education disabilities. -Along with lack of support, inconsistent district policies, priorities, and role definitions pose barriers to the delivery of comprehensive and integrated services by school psychologists -Culturally diverse school psychologists are underrepresented within the school psychology workforce: About 87% are White, and only 6% are Hispanic ( which differs sharply from the student population). - Bilingual school psychologists are in short supply within school psychology: 86% of school psychologists are fluent in English only, and among those who are fluent in a second language, less than 8% provide services in that language
How has your undergraduate background prepared you for this program? What skills and experience do you feel have prepared you for this program? Why do you feel prepared to start graduate school?
COURSES: - In my Test and Measurement course I took my senior, I acquired good working knowledge of the types of tests I could potentially administer as a school psychologist,statistical procedures and interpretation of test results -In my Psychological Disorder of Childhood course, I gained a valuable foundation of knowledge into identifying/classifying different disorders and how different disorders/disabilities may affect a child academically, socially, behaviorally, emotionally -- Both of these classes will allow me to gain a deeper understanding of similar courses I will need to take during graduate school. EXPERIENCES: -As an in-class and after-school tutor and mentor- 1. enjoyed the responsibility for helping student's learn effectively 2. an appreciation for diversity in learning, 3. taught me to use evidence based learning strategies--> -After-school educator and camp counselor- 1. acquired a desire to work with special needs children, 2. taught me to consistently reflect and find ways to improve, 3. knowledge about individual differences, abilities, characteristics My work experiences gave me a desire for helping children accomplish their goals, which will serve as an important motivating factor to be successful in grad school SKILLS: -communication and interpersonal skills by engaging with afterschool program staff, teachers and parents effectively -team member through collaborative work to solve problems/ inform decisions about students -leaderships skills in teaching lessons and leading a group of students in activities -sensitivity/adaptability skills in meeting the differing needs of students -time-management and organizational skills by working part-time and having a full course load My experiences and skills have prepared me for the rigorous nature of grad school and effectively working with program professors, my cohort, teachers and parents ( during practicum and internship)
What satisfaction have you gained from your studies?
Ending each course successfully has brought me closer to becoming what I want in life satisfying feeling when I've proven to myself what I'm capable of. It's also taught me to continue to work hard and really focus on learning rather than memorizing because it's information that will always be useful later on.
How do you work best, Independently? or with a team?When have you had to work in a team? What did you like/ dislike about it?
I enjoy both. I can work both with a team, and work alone. Depending on the task that needs to be done, I can work independently to complete my tasks on time, and I embrace the freedom that comes along with this but I also enjoy brainstorming and collaborating with others. -As an after school educator, tutor and mentor, I enjoyed working independently since it allowed me to tailor my teaching and behavior management approaches to each child---> because I understood that no one was going to take charge for me I embraced accountability for student success and learned to be confident in my abilities. -Equally important at times as an after-school educator, tutor and camp counselor, I enjoyed collaborating with others to address problem areas among children. It allowed the sharing of responsibility and in gaining new ideas/ perspectives . I truly enjoy the variety of being able to work by myself in some aspects and on a team at other times Dislike: - Sometimes it can be difficult coming to a consensus on solving a problem when you have differing ideas on how to address it, so you often need to be willing to compromise -Sometimes when working in teams it can be difficult delegating responsibilities to accomplish a task and holding each other accountable for those responsibilities ---> SHARE STORY WITH MELISSA FROM SAY
Who or what has influenced you in this decision?
I knew I liked working with kids especially in a school setting after volunteering as a tutor. When i research school psychology midway through my undergrad I realized I was very interested in the field. Shadowing a school psychologist further cemented my passion for becoming a SP. What I have learned through this experience, researching the field and speaking with current and graduate school psychologist has only deepened my enthusiasm for the profession. I was very fortunate growing up with a supportive family whom despite our financial struggles and limited opportunities have always encouraged me to do my best at school. Not every child is fortunate to have this family dynamic or may face even more difficult circumstances that interfere with their ability to succeed educationally. I believe the work SP's do is incredible in advocating for and helping children faced with difficult situations. Working as a tutor, mentor, afterschool educator and camp counselor has made me realize that I want to have a bigger impact and more power and data to support kids in getting them to do their best--becoming a School Psychologist will allow me to do this.
Tell me about a time you had a number of assignments due. How did you make sure you completed all of them on time and did a good job?
I made sure to allot myself a specific amount of time to get things done. The best way for me to do this was by to physically write down what I had to accomplish for the week and sometimes even for the next week than create time slots based on how long I predicted each task would take and when each one was due. Of course, there were moments when certain tasks would take a bit longer or I found myself needing more break time but I am pretty good at sticking to the schedule once I see it right in front of me.
Where do you see yourself in 5 years? 10 years?
I see myself working in an elementary or middle school setting in an undeserved community working with low income populations. I feel like I can relate and make the biggest difference with these families and children as a school psychologist with a BCBA by providing early intervention services and/or working with children who engage in challenging behaviors and helping to address the inequities of public education in urban areas. I am also considering pursing a PhD or doctorate later in life since I am interested in the private practice aspect of school psychology as well.
If you are accepted into two schools of your top choice, what would you do to make up your mind?
I would consider the following 1. which one do I think would make me into the best sp 2. which schools values closely matched my own (which one values volunteering and such) 3. cost 4. proximity to home
What do you think you will least like/ most like about school psychology?
Most Like: - the data analysis, statistical aspect of school psychology and helping parents/teachers/families understand the data -collaborating with others in IEP/Evaluation teams to solve problems and address student needs - I love how the assessment aspect of school psychology is similar to solving a puzzle, being a detective: a child is referred for X, Y, Z as a school psychologist you have to find out why (which usually entails many other factors like how did they perform in earlier grades, what their home life is like, how they perform in tests, how is their health, attendance etc) which by the end a SP should answer why they are struggling and what they can do to help the child improve. - finding the STRENGTHS of students not just what they struggle in. I think often children are labeled as a "problem " student if they struggle academically/behaviorally. I would love to acknowledge their strengths and advocate for them. - varied role and diverse responsibilities: writing aspect, as an sp you will have individualized student reports to write, data analysis aspect that is essential when SP's conduct an assessment/evaluation for students, interpersonal and team work aspect ( SP's will be apart of evaluation teams that serve to identify and address student needs) , individual/independent work and counseling aspect with students or with groups of students (SP's can counsel and implement group or individual interventions ( social skills groups ) for students) Least like: -Not necessarily least like but it will be a challenge entering the field because it is growing and very much like a hidden gem ( alot of people don't know about school psychology or understand what the profession does). As a result some people may not be fully aware as to what all the skills/ training a SP has. Therefore, SP's may need to advocate for their abilities and make sure that their knowledge and skills are being utilized. - sometimes the families won't agree with the results of the assessment and/or the SP's recommendations to help the child improve, it can be difficult getting them to be onboard and come to an agreement so as to help the child accomplish their goals.
Tell me about a situation in which you showed initiative.
When I first started working as a Youth Leader/ After-school Educator for SAY, I was placed in leading one of the more behaviorally challenging groups in the after-school program. It was a bit of a shock since it was my first time solely leading and teaching 22 students. I decided to research and read books on classroom behavior management techniques. I decided to implement some of these techniques and especially one particular activity I felt the students would enjoy. The activity was called secret agent. I would randomly draw one student in my group each day in front of the class, however I would not disclose the name of the student, just that someone was selected. I explained to all of the students that if the selected student followed classroom/ and activity expectations for the day the whole group would receive a reward ( usually choice of which leisure time physical activity to play outside.) Because no one knew for sure If the selected student was them, this led to an increase in cooperation, positive peer pressure and behavioral cohesion. I discussed this with my supervisor. She was very impressed with the idea and had me teach the activity/techniques to the other program staff.
Why do you want to be a school psychologists?
When I was in undergrad and I began volunteering as a tutor, I realized I enjoyed helping children reach their goals. When I began researching the field of school psychology, I became intrigued that in many ways this field would allow me to fulfill my passion of helping children achieve their educational goals. Although I was fortunate to have a supportive family who has helped me succeed educationally throughout my life despite our financial disadvantages, I understand that not every child is fortunate to have this family dynamic and may face even more difficult obstacles (than low SES) to their educational success. -working as a tutor, mentor, afterschool educator and camp counselor made me realize that I want to have a bigger impact and more power and data to support kids in getting them to do their best and in promoting a positive school environment Becoming a School psychologist would allow me to utilize data analysis, and problem solving with teams when conducting an evaluation of a child to help parents/teachers/families understand the specific needs of a child, to resolve those needs, to discover children's' strengths so that those children can succeed in school( and ultimately in home and life)
What was a problem you encountered as a college student and how did you collaborate with others to fix it?
While working as a student researcher and tutor in my educational research and outreach class, the other tutors and I struggled to maintain control over the 2nd grade group we were in charge of in the after-school program. Initially, we often struggled to ensure that the group remained quiet during appropriate times, as well as to instill cohesion and cooperation among the 2nd graders ( many incidents of bullying, disagreements and externalizing behaviors of defiance, impulsiveness) that often could be bottled down to lack of consistency in behavior management. solved--> we had meetings among us tutors to identify student issues and needs and how to properly address them, as well as delegating roles among each other ----changing 2nd grader's seating arrangements, knowing when to separate a child from the group to avoid disruptions, identifying who worked well with individual students, mutually agreeing to behavior management techniques used) overtime the 2nd graders became much more cooperative and engaged in the program
What are your strengths and weaknesses?
strengths: challenging myself and my work ethic- combining patience, persistence, flexibility are what have helped me push for success, learn that success takes time, and adapt to unforseen roadblocks along the way. I carry these traits into just about every task I take on. Weaknesses: Something that I am currently working on is learning not to overthink/overworry. I'm a very detail-oriented person when I want to complete a task or consider big decisions (can lead me to overwork myself) in these times I overthink situations that shouldn't be as difficult as I make them in my head. I am learning that putting thought into decisions is of course good but those thoughts should eventually translate into action or inaction. I've been much better at learning to trust my gut more and know that there's no way to have everything thought out perfectly.
