FPX 3002 Assessment 4 Career Planning

My career goal is to attain a position as a school psychologist. I have always been drawn to the fields of psychology and education, and I believe that combining my interests through a career as a school psychologist would allow me to make a meaningful contribution to the lives of students and their families.

To obtain a state license for the job of a school psychologist, individuals must complete a state-approved program, and pass a licensure exam. Strong communication and interpersonal skills, as well as a thorough understanding of psychological theories, research methods, and therapeutic techniques, are essential for this profession. Knowledge of child and adolescent development, learning disabilities, and evidence-based interventions for academic and behavioral issues are also important. Experience in a school setting and completion of internships or supervised hours can be beneficial but are not always required. The salary for this job meets my expectations.

In general, completing a degree in school psychology or a similar discipline, such as a Master’s or Doctoral Degree, is required for licensing as a school psychologist. The degree must be received from a school that has been accredited by an organization such as the National Association of School Psychologists (NASP). Licensure involves completing one or more examinations, such as the National School Psychology Exam, in addition to a degree (NCE). Some states additionally require an internship or other supervised experience before licensing.

It is necessary to have a graduate degree in school psychology or a related field, such as a master’s degree or Doctoral Degree. Most programs require applicants to have a minimum GPA, typically around a 3.0 on a 4.0 scale, and to take the Graduate Record Exam (GRE) to be considered for admission. Specific coursework is also required before entry into these programs, such as classes in psychology, education, and research methods. In addition, an internship or practicum is required as part of the program. These requirements are necessary to qualify for any job as a School Psychologist.

The Master’s in School Psychology program at Capella University offers a range of courses that will be instrumental in helping me reach my goal of becoming a School Psychologist. These include:

• Foundations of Practice for School Psychology Learners
• Advanced Assessment and Counseling for School Psychologists
• Response to Intervention, and Functional Behavior Assessment and Analysis
• Multicultural Perspectives on Human Behavior
• Childhood Mental Health, Counseling, and Crisis Intervention/Prevention
• Psychological Assessments for School Psychologists 1 and 2
• Biological Basis of Behavior
• Principles of School Psychology
• Cognitive/Affective Psychology
• Tests and Measurements

Through these courses, I will gain a comprehensive understanding of the field of school psychology and develop the skills and knowledge needed to succeed in this profession.

  Based on my research and understanding of the current job market, my career goal is to attain a position as a school psychologist within a school district that has a demonstrated need for mental health services. I believe that my advanced training and expertise in this field would enable me to effectively support the academic and emotional well-being of students and their families, and I am committed to making a meaningful contribution to the field of education through this career path.

The COVID-19 pandemic has had a significant impact on the education system, potentially increasing demand for school psychologists to address issues related to distance learning and student and staff mental health. The National Association of School Psychologists (NASP) reports a shortage of School Psychologists in many parts of the country, which is expected to continue due to retirements and increased student enrollment. Additionally, there may be increased demand for School Psychologists to support children with disabilities or experiencing social, emotional, or behavioral difficulties (National Association of School Psychologists, 2020).

I plan to enroll in a graduate program in school psychology at Capella University to pursue my career goal of becoming a school psychologist. After finishing my degree, I will be able to apply for licensure in my state, which typically entails passing a licensing exam and completing a supervised experience. I will thoroughly research the specific requirements for licensure in my state and work hard to meet all the requirements to become a licensed School Psychologist.

To acquire the skills necessary for a career as a school psychologist, I plan to complete a graduate program in this field and participate in internships or practicums to gain hands-on experience. I will also focus on developing a range of soft skills, such as communication, empathy, and problem-solving, through participation in student organizations, volunteering, and taking on leadership roles. By combining academic study with real-world experience and the development of key skills, I believe I will be well-prepared to succeed as a school psychologist.

I will gain the experience needed to reach my career goal of becoming a school psychologist through the completion of an internship or practicum as part of my graduate program. This will give me the chance to apply my knowledge and skills in a real-world setting, under the guidance of experienced professionals. In addition to my internship or practicum, I will also seek out additional opportunities to gain experience, such as volunteering in a school or participating in research projects related to my field of study. By combining these experiential learning opportunities with my coursework and the development of key skills, I will be well-prepared for a successful career as a school psychologist.

• Foundations of School Psychology Practice Learners will give a solid foundation in the principles and methods of school psychology.
• Advanced Assessment and Counseling for School Psychologists will provide me with the abilities necessary to assess and counsel kids in a school context.
• Response to Intervention and Functional Behavior Assessment and Analysis will educate me on how to apply interventions and assess student behavior to facilitate learning and development.
• Multicultural Perspectives on Human Behavior will broaden my awareness of the influence of culture and variety on human nature.
• Childhood Mental Health, Counseling, and Crisis Intervention/Prevention will educate me on how to assist children’s and adolescents’ mental health and well-being in the school context, including how to intervene in crisis circumstances.
• Psychological Evaluations for School Psychologists 1 and 2 will prepare me to conduct and interpret psychological assessments in a school context.
• Biological Basis of Conduct will broaden my awareness of the biological and neurological bases of behavior, which will be useful when working with students with impairments or learning challenges.
• The course Principles of School Psychology will provide me with a thorough introduction to the topic of school psychology as well as the duties and responsibilities of school psychologists.
• Cognitive/Affective Psychology will help me better understand cognitive and emotional processes.

To reach my career goal of becoming a school psychologist, I will utilize a range of resources including the Master’s in School Psychology program at Capella University, professional organizations such as the National Association of School Psychologists (NASP) and the American Psychological Association (APA), practical experiences such as internships or supervised hours in a school setting, and online resources such as professional blogs, webinars, and online courses. These resources will provide me with comprehensive education, networking opportunities, practical experience, and access to the latest developments in the field.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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