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CSUS Courses:

• EDS 240, Functional Assessment of Behavior
• EDS 243, Assessment Practicum
• EDS 245, Psychology in the Schools
• EDS 246b, Preventive Psych. Interventions
• EDS 247, Assessment of Special Needs
• EDS 248, Human Development & Learning
• EDS 249, Special Seminar: School Psychology
• EDS 250, Educational Research
• EDS 540/541, Master's Thesis/Project

Recent Publications:

• Curriculum VITAE

Workshop Presentations:

• California Association of School Psychologists
• National Association of School Psychologists
• American Psychological Association
• School District Presentations
  
  
  
  

School Psychology Internship & Fieldwork:

• 3rd Annual CSUS School Psychology Supervisors' Seminar

CSUS Courses

EDS 240, Functional Assessment of Behavior
Assessment of behaviors using the techniques of applied behavior analysis. Students will learn how to conduct functional assessments of behavior and how to write behavior intervention plans. Methods appropriate for assessment of children in the school setting will be emphasized. Click here for course materials.

EDS 243, Assessment Practicum
Administration, scoring, and interpretation of tests taught in EDS 242A-B, EDS 244, or EDS 247. Students will be assigned five to seven cases. They will assess the children, meet with the families to gather history, and render interpretation. Click here for course materials.

EDS 245, Psychology in the Schools
Overview of psychology in the schools. Topics include school systems, program development, service delivery models and the role of the school psychologist. Students will engage in systematic school observations. Click here for course materials. Click here for course materials.

EDS 246B, Preventive Mental Health Interventions
Study and application of various primary, secondary, and tertiary psychological interventions designed to prevent school failure and/or emotional challenges. Examines techniques of identifying pupils who are experiencing mental health difficulties that interfere with school functioning, and intervention techniques designed to address these problems. Click here for course materials.

EDS 247, Assessment of Special Needs
Assessment of Special Needs. Assessment of client behavior using formal and non-formal methods based on neuropsychological principles. Students will learn to use interview techniques, standardized cognitive and projective tests, and neuropsychological screening procedures to assess students with special needs. Report writing, parent conferences, and consultation strategies will be stressed. Typically taken concurrently with EDS 243. Assessment Practicum. Click here for course materials.

EDS 248, Human Development and Learning
Cognitive, socioemotional and personality development through the life span (with emphasis on birth through early adulthood) as influences on the learning process. Includes analysis of theories, empirical research and current issues in human development and learning as applied to school learning. Click here for course materials.

EDS 249, Special Seminar: School Psychology
Individual projects or directed reading. Click here for course materials.

EDS 250, Education Research
Studies qualitative and quantitative methods in the development of reliable knowledge in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Classified students are encouraged to take this course early in their graduation programs. Click here for course materials.

EDS 540/541, Master's Thesis/Project: Education/School Psychology.
Credit given upon successful completion of a thesis/project approved for the Master of Arts in Education/School Psychology. Click here for course materials.

Workshop Presentations

California Association of School Psychologists

1. Identifying, Assessing, and Screening Autism at School (December 2005)
2. Presidential Address: Riding the Waves of Change (February 2006)
3. The Etiology and Diagnosis of AD/HD (February 2006)
4. Identifying, Screening, and Assessing Autism at School (June 2006)
5. Psychotherapeutic Interventions for Children Suffering from PTSD (March 2007)
6. The Psycho-Educational Assessment of Students with Autism Spectrum Disorders (March 2007)
7. Interventions for Autism Spectrum Disorders (March 2007, PowerPoint slides)
8. Interventions for Autism Spectrum Disorders (March 2007, Sample Psycho-educational Report Recommendations)
9. The Identification Assessment, and Treatment of ADHD (March 2008)
10. Suicide Prevention in Schools: Best Practices 2008 (March 2008, PowerPoint slides), Suicide Risk Assessment Summary, Suicide Survivor Resources
11. Bipolar Disorder in the Classroom (Villasenor, Brock, & Hopper; March 2008)
12. The English to Spanish Translation of Psycho-Educational Materials for Use During School Crisis Interventions (Brock, Navarro, & Teran; March 2008, Poster pdf), Helping Children After a Wildfire: Tips for Parents and Teachers; Ayudando A Los Niños Después De Los Incendios Forestales: Consejos Para Los Padres y Maestros
13. Bipolar Disorder: How to Differentiate it From Other Disorders (Hart & Brock; March 2008)
14. California State University, Sacramento, Student Presentations (March, 2008)
    1. Art Therapy for Crisis Intervention with Elementary School Children (Zehnder, Gatten, & Crain); Stabilizing Emotionally Overwhelmed Survivors; References
    2. Girl Power: Self-Esteem Group Curriculum for 5th Grade Girls (Camp & Wu)
    3. Self-Injury Interventions for School Psychologists (Bonta, Jankans, Lopes, & Villasenor)
    4. Bullying Intervention Programs for Elementary Schools (Blazer, Noyes, & Burgess)
    5. Transition Skills for Middle Schoolers (Yates, Corti, Linscheid, & Lopes)

National Association of School Psychologists

1. School Suicide Postvention, Postvention Paper (March 2006)
2. Identifying, Screening, and Assessing Autism at School (July 2006)
3. First Responder, The Role of the School Psychologist in a Crisis Situation (July 2006)
4. The Psycho-Educational Assessment of Students with Autism Spectrum Disorders (March, 2007, ppt handout); Report Template; Book flyer
5. Assessment and Intervention for Bipolar Disorder (July 2007)
6. Posttruamatic Stress Disorder: Effective School Psychological Response (July 2007)
7. The Identification, Assessment, & Treatment of ADHD (February 2008)
8. The Translation of Psycho-Educational Materials for Use During Crisis Intervention; Helping Children After a Wildfire: Tips for Parents and Teachers; Ayudando A Los Niños Después De Los Incendios Forestales: Consejos Para Los Padres y Maestros (February 2008)

American Psychological Association

1. Understanding Peer Victimization (August 2005)
2. PREPaRE Crisis Prevention and Intervention Training (August 2007)

School District Presentations

1. Sweetwater Union High School District (January 2006)
2. Los Angeles Unified School District (January 2006)
3. Mt. Diablo Unified School District (January 2006)
4. Clark County School District PowerPoint, Clark County School District Handout (February 2006)
5. Ukiah Unified School District (August 2006, AM session)
6. Ukiah Unified School District (August 2006, PM session)
7. Calavaras County Office of Education (October 2007)
8. San Mateo Foster City School District (December 2006)
9. Sutherland Elementary School (January 2007)
10. Cherry Creek Creek School District (March 2007)
11. Chicago Public Schools (August 2007)

Recent Publications

Refereed Journal Publications

1. Brock, S. E., & Knapp, P. K. (1996). Reading comprehension abilities of children with Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 1, 173-185.
2. Brock, S. E. (2000). Development of a school district crisis intervention policy. The California School Psychologist, 5, 53-64.
3. Brock, S. E., & Christo, C. (2003). Digit naming speed performance among children with Attention-deficit/Hyperactivity Disorder. The California School Psychologist, 8, 115-125.
4. Bolnik, L., & Brock, S. E. (2005). The self-reported effects of crisis intervention work on school psychologists. The California School Psychologist, 7, 117-124.
5. Jimerson, S. R., Brock, S. E., & Pletcher, S. W. (2005). An integrated model of school crisis preparedness and intervention: A shared foundation to facilitate international crisis intervention. School Psychology International, 26, 275-296.
6. Nickerson, A. B., Brock, S. E., & Reeves, M. A. (2006). School crisis teams within an incident command system. The California School Psychologist, 11, 51-60.
7. Brock, S. E. (2006). An examination of the changing rates of autism in special education. The California School Psychologist, 11, 27-35.
8. Brock, S. E., Nickerson, A. B., O’Malley, M. D., & Chang, Y. (2006). Understanding children victimized by their peers. Journal of School Violence, 5(3), 3-18.
9. Nickerson, A. B., Brock, S. E., Chang, Y., & O’Malley, M. D. (2006). Responding to children victimized by their peers. Journal of School Violence, 5(3), 19-32.
10. Brock, S. E., & Clinton, A. (2007). Diagnosis of attention-deficit/hyperactivity disorder (AD/HD) in childhood: A review of the literature. The California School Psychologist, 12, 73-91.

Books

Identifying , Assessing, &Treating of Autism at School.

Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2006). Identifying, assessing, and treating autism at school. New York: Springer.

Crisis Management at School (Greek Translation).

Brock, S. E., Sandoval, J., & Lewis, S. (2005). Διαχείριση κρίσεων στο σχολείο: Εγχειρίδιο για τη δημιουργία ομάδων διαχείρισης κρίσεων στο σχολείο [ Preparing for crises in the schools: A manual for building school crisis response teams] (2 nd ed., C. Hatzichristo Ed., E. Theoharakis, Trans.). Athens, Greece: Tipothito.

Best Practices in School Crisis Prevention and Intervention

Brock, S. E., Lazarus, P. J., & Jimerson, S. R. (Eds.). (2002). Best practices in school crisis prevention and intervention. Bethesda, MD: National Association of School Psychologists.

Preparing for Crises in the Schools

Brock, S. E., Sandoval, J., & Lewis, S. (2001). Preparing for crises in the schools: A manual for building school crisis response teams (2 nd ed.). New York: Wiley.

Recent Book Chapters

1. Brock, S. E., & Jimerson, S. R. (2004). Characteristics and consequences of crisis events: A primer for the school psychologist. In E. R. Gerler Jr. (Ed.), Handbook of school violence (pp. 273-284). Binghamton, NY: Haworth Press.
2. Brock, S. E., & Jimerson, S. R. (2004). School crisis interventions: Strategies for addressing the consequences of crisis events. In E. R. Gerler Jr. (Ed.), Handbook of school violence (pp. 285-332). Binghamton, NY: Haworth Press.
3. Brock, S. E. (2005). Time on-task. In S. W. Lee (Ed.), Encyclopedia of school psychology (pp. 567-568). Thousand Oaks, CA: Sage.
4. Brock, S. E., Jimerson, S. R., & Hart, S. R. (2006). Preventing, preparing for, and responding to school violence with the Standardized Emergency Management System. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 443-458). Mahwah, NJ: Erlbaum.
5. Brock, S. E., Sandoval, J., & Hart, S. R. (2006). Suicidal ideation and behaviors. In G Bear & K Minke (Eds.), Children’s needs III: Understanding and addressing the developmental needs of children (pp. 187-197). Bethesda, MD: National Association of School Psychologists.
6. Jimerson, S. R., Brock, S. E., Woehr, S., & Clinton-Higuita, A. (2006). Immediate school-based interventions following violent crises. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals (pp. 559-566). New York: Oxford University Press.
7. Brock, S. E., & Davis, J. (2008). Best practices in school crisis intervention. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol 3; pp. 781-798). Bethesda, MD: National Association of School Psychologists.
8. Brock, S. E., Nickerson, A. B., Reeves, M. A., & Jimerson, S. R. (2008). Best practices for school psychologists as members of crisis teams: The PREP aRE Model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 4; pp. 1487-1504). Bethesda, MD: National Association of School Psychologists.
9. Reeves, M. A., Nickerson, A. B., & Brock, S. E. (in press). Preventing and intervening in crisis situations. In E. Snyder & R. W. Christner (Eds.). A practical guide to developing competencies in school psychology. New York: Springer.
10. Brock, S. E., Martinez, E. L., Navarro, L., & Teran, E. (in preparation). Collaboration in school-based crisis intervention. In J. Kaufman & T. L. Hughes (Eds.), The handbook of education, training and supervision of school psychologists in school and community. Volume II. Contemporary school psychology training: University/Field Collaboration. London: Taylor Francis/Routledge.
11. Martinez, E., & Brock, S. E. (in press). Time on task. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia. Detroit: Macmillan Reference.

Psychology Internship/Fieldwork

Effective Fall 2007
a) Fieldwork placements will be assigned by CSUS school psychology faculty.
b) It is anticipated that most school psychology internship placements will be within a 50 mile radius of the CSUS campus. Students who wish to consider internships outside of this area will need to obtain the approval of the school psychology faculty.

• Internship/Fieldwork Handbook
• Portfolio Outline
• School Psychology Fieldwork and Internship PowerPoint

Internship Forms

• Sample Internship Agreement Letter
• Internship Plan Form
• Internship Expectations Form
• Internship Hours Log
• Internship Hours Summary Form
• Internship Evaluation Form
• Internship Experiences Summary Form
• Sample VITA
• Time Management Form
• School Psychology Internship/Credential Requirements
• School Psychology Credential Checklist

Fieldwork Forms

• Early Fieldwork Expectations Form
• Early Fieldwork Evaluation Form
• Early Fieldwork Hours Log