In an ecosystem as complex as the School Psychology Program, it is important to understand how to express concerns and resolve problem situations. Opportunities for successful problem resolution will be enhanced when students understand the process and use it in a professionally responsible way, as a means to communicate concerns and to develop solutions for problem situations.

The resolution procedures described here are consistent with the procedures used in professional ethics and with the policies and procedures of the University. The procedures to follow vary with the type of concern; the first step, however, is always the same: Attempt direct resolution. If your attempts at direct resolution fail, follow the next steps as outlined below.
As you consider the steps you may take, remember that resolution does not necessarily mean that you "get what you want." Instead, it may mean that you have a larger understanding of the situation and can resolve to "live with it." That is, resolution may mean that you have changed the way you look at the situation.

Professional ethics and University policies and procedures call for persons with concerns to try to seek resolution with the involved person(s) before taking the matter to another level. Thus, the first step is always to attempt resolution directly with the person(s) involved. This is usually all that is required because problematic situations are often related to misunderstandings, miscommunications, and/or misinformation.

If your attempts to seek direct resolution are unsuccessful, then you may take the second step according to the type of concern as described below.

Unfair Treatment/Grievance

If you feel you have been treated unfairly by faculty or staff members or administrator and your attempts at direct resolution have been unsuccessful . . .
 

2. Mediated Resolution

Consult with your advisor (or Program Director if the problem is with your advisor, or the Department Chair if the problem is with your advisor who is the Program Director). Your advisor will guide you in selecting the appropriate course of action which may involve one or more of the following:

a. Mediated attempts at resolution (e.g., a 3-way meeting with you, your advisor, and the other person) and/or
b. Mediation by the Department Chair and/or
c. Review by School Psychology Faculty.

If your attempts with your advisor to obtain resolution have been unsuccessful . . .

3. Appeal

Consult with your advisor who will guide you in selecting the appropriate course of action which may involve one or more of the following:

a. Review by the School-Based Programs Committee including student representatives. (Reviews involving peers require your consent.)
b. Consultation with the University Ombudsman who serves as a mediator, attempts resolutions through existing channels, and provides assistance if a formal grievance process is required. (Formal grievance procedures are detailed in the Graduate Bulletin.)

Instructor/Course Concerns

If you have concerns about an instructor (e.g., style, effectiveness) or course (e.g., requirements, organization), procedures must respect the faculty member's rights as well as provide a forum for expression of your concerns. Such concerns typically fall under "academic freedom or personnel matters" about which students are not guaranteed rights. The only rights you are guaranteed are (1) to be able to effect withdrawal from the class and (2) to provide written quantitative and qualitative evaluations at the end of the class. If that is not the option of choice and if your attempts at direct resolution have been unsuccessful . . .
 

2. Mediated Resolution

Consult with the Department Chair who may take one or more of the following actions:

a. Mediated attempts at resolution (e.g., a 3-way meeting with you, the instructor, and the Chair) and/or
b. Chair - Instructor meetings and/or
c. Involve the Personnel Committee through review and/or observation of the instructor.

If these mediated attempts prove unsuccessful and your dissatisfaction is interfering with your performance, you may wish to withdraw from the class. There are no "appeal" procedures. Your written evaluations are considered seriously in the retaining or promotion of faculty.

Course/Program Concerns

Every course required in the Program has a "background and rationale" with specific roles in the context of our curricular framework. If you have concerns about the "fit" of a course in the School Psychology Program and your attempts at direct resolution with the instructor have been unsuccessful . . .
 

2. Expand Your Knowledge Base

Arrange a meeting with your advisor or the Program Director to discuss the history of the required course and the role the course is expected to fulfill in the overall Program. If it is apparent that the current design of the course no longer fits the conceptualized role, your consultant may choose one or more of the following actions:

a. Mediated attempts at resolution (e.g., a 3-way meeting with you, the instructor, and your consultant; a meeting of instructor and consultant without you) and/or
b. Referral to the Program Director for mediated attempts at resolution and/or
c. Review by the School Psychology Faculty.

If your attempts with your consultant to obtain resolution have been unsuccessful . . .

3. School-Based Programs Committee

Request that the issue be placed on the agenda for a meeting of the School Based-Programs Committee. You may effect that request through your advisor, your student representatives, or the Program Director. All agenda items must be submitted to the Program Director at least one week in advance of the meeting. Agenda items are scheduled by priority and as time permits. You may be asked to attend the meeting to express your concerns.

Program Concerns

If you have concerns about the School Psychology Program, there is no one person to attempt direct resolution. Thus, proceed directly to "step two" . . .
 

2. Expand Your Knowledge Base

Arrange a meeting with your advisor or the Program Director to discuss your concern. Many program requirements are designed to fulfill specific requirements of the California Commission on Teacher Credentialing and/or the National Association of School Psychologists accreditation standards. It is important to have a holistic understanding of why things are the way they are. If your concerns are not resolved . . .

3. School-Based Programs Committee

Request that the issue be placed on the agenda for a meeting of the School-Based Programs Committee. You may effect that request through your advisor, your student representatives, or the Program Director. All agenda items must be submitted to the Program Director at least one week in advance of the meeting. Agenda items are scheduled by priority and as time permits. You may be asked to attend the meeting to express your concerns.

Field Experience/Supervisor Concerns

If you have concerns about your field experience, supervision, or supervisor and your attempts at direct resolution with your supervisor have been unsuccessful . . .
 

2. Mediated Resolution

Consult with the instructor of the field experience seminar who will guide you in the appropriate course of action which may involve one or more of the following:

a. Mediated attempts at resolution (e.g., a 3-way meeting with you, your supervisor, and the instructor) and/or
b. Mediation by the Program Director and/or
c. Review by the School Psychology Faculty and/or
d. Consultation by an ethics committee of one of our professional associations (if applicable).

If your attempts with your instructor to obtain resolution have been unsuccessful . . .

3. Change Field Site/Supervisor

This step is a last resort and is used infrequently. Changing field sites and supervisor must involve the instructor of the course in consultation with the Program Director.

Concerns About Another Student

You are entering a profession which engages in self-monitoring. As a member of the profession, you agree not only to abide by professional ethics but also to accept responsibility for intervening when you think a colleague is engaging in unethical practices or behaviors. This responsibility begins now, in the Program.
Your first step, of course, is to attempt direct resolution with your colleague. If those direct attempts are unsuccessful . .
 

2. Involve Student Committees

Unfortunately, the School Psychology Student Association has not yet established an Ethics Committee. Should a committee be established, the avenue of choice would be to bring the issue before the SPSA Ethics Committee. Until that time, you may enlist the assistance of either the SPSA Board or the Student Representatives to the Program Committee. The student committee may choose one or more of the following actions:

a. Meet with you to express your concerns and/or
b. Meet with the colleague about whom you have concerns and/or
c. Seek the advice of the SPSA Faculty Advisor or Program Director (without naming you or the party of concern) and/or
d. Seek the advice of an ethics committee of one of the professional associations (without naming you or the party of concern).

Should the student committee share your concerns, and attempts to resolve the situation have failed . . .

3. Referral

The student committee may refer the situation to one or more of the following: School Psychology Program Director or theSchool-Based Programs Committee. At this point, names become known.

Project Concerns

Many of you are involved in projects supported by grants from the federal government. Each project represents a contract between the project director and the funding agency. Concerns about the requirements or management of a project should be explored directly with the project director. Most of the projects also require the students to sign an affidavit indicating that they understand the requirements and expectations of the project, and which serves as a contract between you and the project. Of course, you always have the alternative of withdrawing from a project. If that is not acceptable to you and if direct attempts at resolution fail . . .
 

2. School-Based Programs Committee

Each of the projects has designated the Committee as part of its governance and management structures. You may place your concern on the agenda by contacting your student representative, advisor, or the Program Director. Agenda items must be submitted to the Program Director at least one week prior to the meeting. Agenda items are scheduled by priority and as time permits. You may be asked to attend the meeting to present your concerns.

Other Concerns

While this section has been developed to be as thorough as possible, there may well be types of concerns that we have not covered. If such a concern should arise, the first step, of course, is to attempt direct resolution. If those direct attempts fail, consult with your advisor.

Some problem situations may involve more than one student and/or more than one faculty member, administrator, or staff person. In such cases, the principles and steps above still hold.