28 SH of core transcripted coursework at the undergraduate or graduate level from an approved teacher education program.

2 SH practicum/internship in hearing impaired for children from birth to twenty one Total SH Total SH

Documentation of enrollment in coursework for two additional deaf and hard of hearing special education courses (see Plan on file Prerequisite 3 above)

Field experience must include three supervised field experiences and two student teaching experiences for a minimum of 10 weeks (5 weeks student teaching for applicants with an existing teaching license). One student teaching experience must be in an accredited prekindergarten or kindergarten setting and the other in grades 1, 2, or 3, and include the opportunity to work with children with special needs.

22 semester hours of transcripted core coursework primarily at the graduate level from approved teacher education program.

2 SH practicum/internship in early childhood special education

A master's or doctoral degree is equivalent to a master's or doctoral degree in marriage and family therapy if the degree is from a regionally accredited institution, if the degree is in a

related subject field, and if the degree contains the following coursework of fifty-four semester hours minimum:

a. Nine semester hours in human development covering human development, human behavior, personality theory, human sexuality, psychopathology, including the etiology

and diagnosis of mental illness, and behavior pathology;

b. Three semester hours required in systemic/relational assessment and mental health diagnosis and treatment, covering the development of competency in traditional 1  psychodiagnostic categories, assessment, diagnosis, and treatment of major mental health issues as well as a wide variety of common presenting problems, including addiction; suicide; trauma; abuse; intrafamilial violence; and therapy for individuals, couples, and families managing acute chronic medical conditions, utilizing a systemic/relational philosophy.

c. Six semester hours in marital and family studies covering theories of family development, theories of family functioning, the family life cycle, sociology of the family, families under

stress, contemporary family forms, family subsystems, theories of marital and family interaction, theories of child development, lifespan, and theories of gerontology;

d. Twelve semester hours in marital and family therapy covering marital and family communication, family psychology, family therapy, methods of intervention, family assessment, treatment planning, sex therapy, major theories of marital and family therapy such as structural, strategic, transgenerational, experiential, object relations, contextual, systemic therapy, solution-focused therapy, narrative, and biofeedback methodologies;

e. Three semester hours in research covering research design, methods, statistics, and special issues research in marital and family studies or a related field;

f. Three semester hours in professional studies covering professional socialization, professional organizations, legal issues, interprofessional cooperation, professional

ethics, and family law;

g. Nine semester hours required to demonstrate courses which include content on issues of diversity (race, gender, sexual orientation, spirituality, class, etc.), and

psychopharmacology

Nine semester hours in a clinical practicum in marriage and family therapy or at least five hundred hours or twelve months of clinical client contact with individuals, couples, and

families for the purpose of assessment and intervention. Of the five hundred hours, no more than two hundred fifty hours may be with individuals. This clinical experience must

be supervised onsite or at the academic institution by a licensed and family therapist or an American association for marriage and family therapy-approved supervisor.

The curriculum of a baccalaureate nurse program or a direct entry, prelicensure graduate program must include:

a. Content regarding legal and ethical issues; history, trends, and theories in nursing; biological, physical, social, and behavioral sciences, including pharmacotherapy; nutritional therapy; and pathophysiology;

b. Nursing process;

c. Didactic instruction and clinical experience in health promotion, prevention, restoration,

and maintenance of clients across the lifespan and in a variety of clinical settings:

(1) Communicate, manage knowledge, and support decision making using information technology; and

(2) Provide client-centered care that:

(a) Respects client differences, values, preferences, and expressed needs;

(b) Involves clients in decision making and care management;

(c) Coordinates an interdisciplinary team to cooperate, collaborate, communicate, and integrate client care and health promotion;

(d) Employs evidence-based practice to integrate best research with clinical

expertise and client values for optimal care; and

(e) Applies quality improvement processes:

[1] Quality improvement theory;

[2] Measurement of quality in terms of structure, process, and client

outcomes; and

[3] Participation in development of changes in processes through utilization

of change theory and systems of care with the objective of improving

quality

Occupational therapy education includes a broad foundation in liberal arts and sciences. Biological. physical, social, and behavioral sciences prepare the entry-level therapist to understand occupation across the lifespan. The Accreditation Council for Occupational Therapy Education establishes educational standards that are routinely reviewed to ensure that entry-level occupational therapists and occupational therapy assistants are prepared as generalists who have had a broad exposure to delivery models and systems; occupational theory and evidenced-based approaches to evaluation and intervention; and analysis and application of occupation as intervention. Occupational therapy education requires the successful completion of fieldwork.

At the board's discretion, successful completion of a supervised clinical practice, including one thousand hours of a preceptorship under the onsite supervision of a physical therapist licensed and actively practicing in North Dakota.

Psychologists must complete 3,000 hours of supervised experience. At least 1,500 must be pre-doctoral internship. APA- and CPA-accredited internships are automatically approved. Other internships may be accepted if information supplied by the applicant and supervisor indicate that the experience provided adequate training. The Board will consider the work setting, population served, amount and quality of supervision, and skills attained.

The remaining 1,500 hours may be pre- or post-doctoral experience. The post-doctoral resident will need at least 100 hours of supervision during this period; at least 50 of them must be individual supervision. Again, post-doctoral programs accredited by the APA or CPA will be accepted as meeting standards.

Pre-doctoral experiences may only be counted toward the second 1,500 hour requirement if they occurred after the first 600 hours of practicum. They must be organized, sequential training experiences that have the approval of the program director or other designated individual. The doctoral student must work at least 15 hours a week for a minimum of 30 weeks. There must be at least an hour of supervision for every 15 hours spent at the work site. At least half the hours must be provided by the primary supervisor, though remote communications means may be utilized. There must be at least one additional hour each week (on average) spent in additional learning experiences like co-therapy, didactic consultations, case conferences, ‘grand rounds’, or seminars.

The applicants must participate in a minimum of one hundred fifty hours of face-to-face clinical supervision with a supervisor approved by the board. Not more than fifty hours of supervision may be group supervision.