Master of Science in School Psychology
Lead Faculty:
Dr. Michael Anderson
The Department of Pupil Personnel Services-School Psychology offers a graduate degree leading to the Master of Science in School Psychology and a recommendation for a Pupil Personnel School Psychology credential (PPSP). Candidates cannot get a masters degree without a credential. This program is aligned with national standards and prepares candidates in California for the position of school psychologist. Graduates of this program generally seek employment as a school psychologist in P-12 school districts and must hold a PPSP credential for public school employment.
Candidates enrolled in the degree and credential program are not awarded the masters degree until they have completed all coursework including practicum and internship and successful completion of the PRAXIS exam. Course equivalence cannot be granted for life experiences.
It is strongly recommended, but not required, that applicants have one year of related professional experience working with school age children, preferably in a public school setting.Admission Requirements
* Complete all program prerequisites (MTH 210, PSY 430, PSY 301 and TED 430) * Enroll in and successfully complete PED 504 (School Psychology Orientation). Attendance at all sessions is mandatory (make-up sessions not available)and completion of required assignments are mandatory. * Complete a Write Placer exam (occurs prior to PED 504) that is reviewed and signed by faculty advisor for admission to the School Psychology program.Please see additional Credential requirements listed at the end of this Educational Administration and School Counseling/Psychology Department section of the catalog.Program Advisement
All coursework must be completed within seven years with a 3.0 GPA.
All PPSP candidates will be assigned a faculty advisor. Candidates will meet with a
Program Learning Outcomes
- Demonstrate knowledge of varied
methods of assessment and data collection
methods for identifying strengths and needs,
developing effective services and programs, and
measuring progress and outcomes; demonstrates
skills to use psychological and educational
assessment, data collection strategies,
and technology resources and apply results to
design, implement, and evaluate response to
services and programs.
- Demonstrate knowledge of varied
methods of consultation, collaboration, and
communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services; demonstrates skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
- Demonstrate knowledge of biological,
cultural, and social influences on
academic skills; human learning, cognitive,
and developmental processes; and evidence based
curriculum and instructional strategies; demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
- Demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health; demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
- Demonstrate knowledge of school and systems structure, organization, and theory;
general and special education; technology
resources; and evidence-based school practices
that promote academic outcomes, learning,
social development, and mental health; demonstrates skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
- Demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response; demonstrates skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
- Demonstrate knowledge of principles
and research related to family systems,
strengths, needs, and culture; evidence-based
strategies to support family influences on
children’s learning, socialization, and mental
health; and methods to develop collaboration
between families and schools; demonstrates skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
- Demonstrate knowledge of individual
differences, abilities, disabilities, and
other diverse characteristics; principles and
research related to diversity factors for children,
families, and schools, including factors
related to culture, context, and individual and
role differences; and evidence-based strategies
to enhance services and address potential
influences related to diversity; demonstrates skills to provide professional services that promote
effective functioning for individuals, families,
and schools with diverse characteristics, cultures,
and backgrounds and across multiple
contexts, with recognition that an understanding
and respect for diversity in development
and learning and advocacy for social justice are
foundations of all aspects of service delivery
- Demonstrate knowledge of
research design, statistics, measurement, varied
data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data
in applied settings; demonstrates skills to
evaluate and apply research as a foundation
for service delivery and, in collaboration with
others, use various techniques and technology
resources for data collection, measurement,
analysis, and program evaluation to support
effective practices at the individual, group,
and/or systems levels.
- Demonstrate knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and
effective practice as school psychologists; demonstrates skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making;
collaborate with other professionals; and apply
professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability,
initiative, dependability, and technology skills.
Requirements
(29 courses; 121.5 quarter units)To receive a Master of Science in School Psychology, students must complete at least 103.5 quarter units of graduate work. A total of 13.5 quarter units of graduate credit may be granted for equivalent graduate work completed at another institution, as it applies to this degree and if the units were not used in earning another advanced degree. Students are not awarded the masters degree until they have completed all graduate and credential coursework, including internship and action research (PED637) or thesis (PED694). Course equivalence cannot be granted for life experience. Students must complete all coursework with a GPA of 3.0 or better within seven years. Any courses taken more than seven years ago must be repeated.
Program Prerequisites
(4 courses; 18 quarter units)
Program Advancement to Candidacy Requirements
(5 courses; 19.5 quarter units)
Core Requisite(s):
Core Requirements
(15 Courses; 63 quarter units)
Core Requisite(s):
Internship
(1200 hours/2 levels)
(5 courses; 21 quarter units)
Core Requisite(s):
