Master of Arts: School Psychology
The Master of Arts in Education (School Psychology) offers trainees the opportunity to gain skills in working with students, teachers, and parents in the school setting. Graduates of this degree who also complete practicum and fieldwork requirements are eligible for the Pupil Personnel Services Credential, School Psychology Endorsement, offered by the California Commission on Teacher Credentialing (CCTC). Possession of the MA in Education (School Psychology) and the Pupil Personnel Services Credential, School Psychology Endorsement prepares an individual to meet the academic requirements for the Licensed Educational Psychologist license administered by the Board of Behavioral Science Examiners, Department of Consumer Affairs.
The program includes training in counseling techniques, the use of individual academic and psychological assessment tools, the introduction of behavioral interventions in the school and the home, consultation skills, techniques of program development and evaluation, special education law, and instructional strategies.
Unique strengths of the program include supervised training in a clinic setting, early field experience in schools, a one-year field placement in the public schools, and instruction by faculty who hold school psychology credentials.
The program also offers a CCTC approved internship in school psychology. Interns are jointly selected by program faculty and employing districts. Students are not eligible for the CCTC internship option until they are ready to register for EDS 441, usually in the fifth semester of the program. A minimum 1200-hour internship, completed in not more than four semesters, is required and must be approved by their advisor.
- Practitioner in School Psychology
- Administration and Policy Development
- School Psychology Faculty
Admission as a classified graduate student in the Master of Arts in Education, School Psychology option, requires:
- a baccalaureate degree;
- a minimum 3.0 grade point average (if GPA is below 3.0, student may be accepted conditionally);
- evidence of registration for or CBEST passing score;
- and the following courses: Introductory Statistic, EDUC 170, EDUC 171, EDUC 100A/B, EDTE 103A, EDTE 103B, PSYC 117, and PSYC 168.
In addition, candidates concurrently pursuing the Pupil Personnel Services Credential, School Psychology Endorsement, must pass the CBEST.
Applicants who have deficiencies in admission requirements that can be removed by specified additional preparation may be admitted with conditionally classified graduate status. Any deficiencies will be noted on a written response to the student's admission application.
Refer to the catalog for detailed admission and academic requirements.
Candidates for the MA degree in Education, School Psychology take the following courses that are also part of the PPS Credential sequence.
During the fourth semester, students enroll in an additional course (EDS 249) to obtain a masters degree.
The Program Admission process must be successfully completed prior to matriculation. Go to the Office of Graduate Studies for information on the admission process. Also, contact the EDS Office for assistance on the departmental co-required steps.
[Go to the the Graduate Studies home page for the most recent updates, timelines, deadlines, manuals, and etc. Check this link at least once EVERY semester.]
Our expected learning outcomes for school psychology students follow from the training model, philosophy, and knowledge base that serve as the foundation for our program. We expect that as practicing school psychologists you will:
- continually develop professional skills through reflective practice, critical thinking, and mindfulness of current research;
- understand the structure of schools and other agencies that serve students with special needs;
- are cognizant of effective instructional practices and use this knowledge in fostering cognitive/academic development for all students;
- conceptualize student needs from a developmental and ecological perspective;
- be cognizant of prevention and intervention strategies that foster positive mental, physical, and academic well being for both students and staff;
- utilize a wide range of methods in assessing student needs, designing appropriate interventions, and evaluating the effectiveness of those interventions;
- engage in ongoing evaluation of programs and services with an awareness of organizational change strategies;
- utilize counseling and consultation approaches that reframe problems with the goal of developing strategies for solution;
- implement problem-solving approaches that lead to problem solution within the school framework or to an appropriate outside referral;
- develop an understanding of specialized needs of diverse student populations, including issues of culture, unique learning needs, alternative lifestyles etc.;
- collaborate with schools and families in implementing interventions that promote positive outcomes for all students;
- conduct themselves in a manner consistent with ethical and legal standards of the profession.
Stephen E. Brock
Brighton Hall 225
Visit the admissions page to learn how to apply.