The School Psychology training model is based on a problem solving approach to school psychology practice because we believe it is the most effective approach for the delivery of school-based services to children, families, and staff. The course of study evolves from this philosophy and is designed to convey the knowledge, skills, and abilities that are necessary for our students to be effective practitioners.
To be effective problem solvers, school psychologists need a broad base of knowledge. It is this knowledge base that will serve as the foundation for the specialized knowledge, skills, and abilities that practicing psychologists develop in response to the unique needs of the settings within which they practice and populations that they serve. This approach requires an understanding of human growth and development, socio-cultural and biological influences on human development and behavior, theories of learning, assessment, and individual and group counseling. Developing skills in consultation, program development and evaluation, research methodologies, inter-disciplinary collaboration and utilization of community resources are all critical components in our training model. A core underpinning of our training model is the recognition that effective interpersonal skills form a basis for effective practice. In addition, our program is designed with the unique needs of our region in mind. California has an culturally and linguistically diverse population: our schools are rich in different languages and cultures. Therefore, it is imperative that graduates develop the knowledge, skills, and attitudes necessary for working with diverse groups. Consideration of cultural diversity is infused into the design of all coursework.
Fieldwork experiences are a core component of our training model. We believe that it is important for school psychologists to become self-directed life-long learners as well as develop specific professional skills. To that end, we include self-directed learning activities in training and provide students with first-hand experience in applying knowledge to practice. Therefore, students have the opportunity to work in field settings that complement their coursework throughout the program.
Our training model is also designed to develop reflective practitioners. The ability to reflect on one's practice is critical to ongoing professional development. Therefore, we design learning experiences that will stimulate reflection about learning and field experiences. By doing so, we hope that our graduates will come to better understand themselves, their strategies for applying knowledge to practice, and their evolving professional identities.
The program is proud to offer a National Association of School Psychologists (NASP) approved and California Commission on Teacher Credentialing (CCTC) accredited training program.
- Practitioner in School Psychology
- Administration and Policy Development
- School Psychology Faculty
- Pupil Personnel Services Credential in School Psychology
- Pupil Personnel Services Credential in School Psychology, Internship
Overview of the School Psychology Program
- Program Overview (PPT)
Nondiscrimination and Equal Opportunity Policy
Sacramento State's School Psychology Program supports the Nondiscrimination and Equal Opportunity Policy developed by the National Association of School Psychologists. NASP’s long standing commitment to the just and fair treatment of all persons is underscored by the inclusion of diversity as a core value in the strategic plan. Diversity in development and learning is one of the 10 domains of school psychology practice and is considered one of the foundational knowledge sets for the profession: “School psychologists ensure that their knowledge, skills, and professional practices reflect the understanding and respect for human diversity and promote effective services, advocacy, and social justice for all children, families, and schools (NASP, 2010).”
Video of Information Session Held on December 3, 2014.
Phone: (916) 278-6639 | Office: Eureka Hall 401