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Utilizing an ecological approach to support a diverse group of students in a variety of schools receiving assistance through the County Office of Education
This body of work is centered on the Humboldt State University School Psychology Program’s ten domains of professional knowledge and practice standards, and provides evidence of competence across all those domains. When considering an ecological approach to supporting diverse groups of students, it is essential to take into account the complex interpersonal relationships that exist for the individual child, at home, in school and in the community. In that vein, for each of the activities represented within this body of work, the approach taken to supporting the child was dependent upon the assessed individual needs of the student, identified cultural factors at home and in the community, and relevant environmental and social components within the child’s school. As such, an ecological approach was utilized to determine key factors affecting typical and atypical growth and development, home/school communication and connections, and the learning environment for the individual child. Comprehensive and multi-faceted data collection, interventions, accommodations and modifications were implemented to support individual children and monitored to determine efficacy of work conducted. I regularly collaborated with school personnel to help create positive school and classroom climates to promote student success academically, emotionally and behaviorally. I used my knowledge of legal requirements and ethical guidelines to direct all of the work I conducted within the schools and with families. Products produced throughout this internship provide evidence of skill in data based decision making, consultation and collaboration, research skills and effective, creative problem solving to benefit the learning experience for individual students and the cooperative team work for staff and families. This body of work shows knowledge and sensitivity of cultural competence and diversity issues that arose during this internship as well as understanding typical and atypical development. I was able to put into practice the skill and knowledge learned throughout my graduate studies exemplifying my competence and ability to consult with school administrators, teachers, and parents, as well as conduct research and collect data to support interventions in the school setting. In conclusion, this was a comprehensive internship that allowed for a broad range of practice in a county setting. In the future I plan to continue to advocate for the delivery of comprehensive school psychologist services provided by county school psychologists.