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The credentialing of school psychologists for school-based practice is a state matter Although commonalities in credentialing standards exist across states, equivalence of requirements between states is the exception rather than the rule Furthermore, different states may use differing titles or designations (eg, school psychologist, school diagnostician), and some states have more than one level of certification, depending on the level of graduate preparation and years of experience Fagan and Wise (2000) identified two models of certification: transcript review and program approval Transcript review requires submission of transcripts and other supporting materials to a state certifying agency The agency then determines whether the applicant successfully has completed the prescribed set of courses and field experiences outlined in the state s certification standards The program approval process means that applicants who have the recommendation from an approved state training program will be certified by the state agency.

save.image() # # Slice sampling from posterior # Theta.ss <- slice(N, ntheta, ip, dp, start=MAP$theta, m=100, w=0.1, alpha=al, nburn=nburnin, meth=2, outfile=outsum) Theta.ss <- Theta.ss[[1]] write.table(round(Theta.ss, 5), file="Theta.ss", quote=FALSE, row.names=FALSE, col.names=FALSE) if (nburnin > 0) { Theta.ss.burnin <- Theta.ss[1:nburnin,] } Theta.ss <- Theta.ss[(nburnin+1):(nburnin+N),] save.image() # # Set Theta for Saddlepoint Approximation and Plots # Theta <- Theta.ss # # Saddlepoint approximation # SP <- saddle(N, Theta, t, m, M) pd <- SP$pd; nc <- SP$nc; sp.lb <- SP$sp.lb; sp.ub <- SP$sp.ub; save.image() # # Summary statistics # stats <- sumstats(N, Theta, t, nc, sp.lb, sp.ub, spd=pd, outfile=outsum) sf <- stats$sf; hf <- stats$hf; q <- stats$q; xlim.up <- min(c(xlim.up, stats$xlim.up, q[length(q)])) save.image() # # Plots #

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The more financially and emotionally secure they feel, the more they are likely to want to ascend up to Level 3 on the hierarchy of needs scale seeking to gain approval and respect from others, and having good self-esteem They crave friendship, affection, and love from one another and from others close to them Financially, they value having a home and may move from renting to owning, or from owning a small house to purchasing a larger one In therapy, they may argue because there is never enough money for all they want to do, and they may need help in prioritizing and taking turns getting what they want and in determining what they most value in life.

Source: PSCA, 46th Annual Survey of Profit Sharing and 401(k) Plans, 2002

If they are postponing having a first or second child because they believe we can t afford it yet, time in treatment may be spent on how much is enough, how long do you wish to delay parenting, and are money worries camouflaging other doubts and problems Often, they quarrel over how much should be spent versus what percentage should be saved Frequently, one partner is a here-and-now, pleasure-oriented person, and the other is more conservative and future-oriented The therapist may strive to help them find a way to enjoy both, and not to continue arguing over the polarities of either/or They may also disagree about whether or not the woman will continue working after they have children, and it is important to discuss what her working and the income this produces means for both of them.

The procedure used may be different for applicants from instate training programs and those from out-of-state Because certification and licensure are controlled at the state level, students and practitioners need to contact the state in which they wish to practice for up-to-date information about credentialing The Credentialing Requirements for School Psychologists may be a helpful resource (Curtis, Hunley, & Prus, 1998) Credentialing for Independent Practice Licensure acts typically regulate the private practice of psychology Licenses usually are issued by a state psychology board (Pryzwansky, 1999) Currently only about 11 states license school psychologists for independent practice at the subdoctoral level (Prus & Mittelmeier, 1995) Information on licensing boards is available at http://wwwasppborg/ (Also see Curtis, Hunley, and Prus, 1998) Nonpractice Credentials In addition to state credentials to practice, nonpractice credentials also recognize the quality of professional preparation (Fagan & Wise, 2000).

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