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spacerStephen E. Brock, Ph.D., NCSP, LEP

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Professor


California State University, Sacramento

Department of Special Education,
Rehabilitation, School Psychology,
and Deaf Studies

6000 J Street
Sacramento, CA 95819-6079
Voice Mail: (916) 278-5919
Fax: (916) 278-3498
Email:
brock@csus.edu

Office Hours
Wednesdays, 10:00am to 1:00pm

Room 225, Brighton Hall
Parking Map

Favorite Links


CSUS tours

Faculty/Staff Directory


CASP


NASP


Sample Emergency Planning Guide


Test Taking Tips, Strategies, and Test Anxiety


Buros Institute of Mental Measurement


YRBS 2013


Intervention Central


IDEA 2004 Federal Regulations

Building the Legacy of IDEA 2004
US Dept. of Ed IDEA 2004 homepage


Positive Environments, Network of Trainers


National Assessment of Education Progress


National Center for Education Statistics


Youth Violence National Statistics

 

 

 

Welcome! to my university web page. Designed to supplement my CSUS courses and in-service staff development trainings, I hope you will find it helpful. Please direct any comments or questions to me via the contact information listed on the left hand side of the screen.

CSUS Courses:

  • EDS 239, Educational Specialist Seminar
  • 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 441, Internship in School Psychology
  • EDS 540/541/542, Master's Project, Ed.S. Thesis/Project

Publications:

Workshop Presentations:



School Psychology Internship & Fieldwork:

 


CSUS Courses

EDS 239, Educational Specialist (Ed.S.) Seminar
Explores leadership roles of school psychologists. Click here for course materials.
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 441, Internship in School Psychology
Directed field study for school psychologists. Supervised experiences are arranged in school psychology. Click here for course syllabus.
EDS 540/541/542, Master's Project, Ed.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.
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Workshop Presentations

California Association of School Psychologists

  1. Understanding Adolescent Depression: Consulting with Parents (To, Novakovskiy, Anderson, Yu, & Brock; March 2009)
  2. Treatments and Interventions for Youth with Bipolar Disorder (Hart & Brock, March 2009)
  3. The Manifestations and Symptoms of, and Recommendations for, Students with PTSD (Rodriguez & Brock, March 2009)
  4. Suicide Postvention: Suggested Procedures During the Aftermath of a Student Suicide (Martinez & Brock, March 2009)
  5. California State University, Sacramento, Student Presentation (March 2009)
    1. Change Your Focus! Solution-Focused Brief Therapy in the Classroom (Dubitsky, Macias, & Quintero)
  6. Identifying Intellectual Disability: Guidance for the School Psychologists (Brock & Dipad, October 2012)
  7. Suicide Prevention, Intervention, and Postvention (Smith, Courtright, & Brock, October 2012)
  8. Social Media and Crisis Prevention and Intervention (Magnesi, Flitsch,& Brock, October 2012)
  9. California State University, Sacramento, Student Presentations (November 2013)
    1. Responding to Student Suicide: Effective School Suicide Postvention (Larkin, Bryan, & Brock)
    2. Academic Demands and Youth Social-Emotional Health: New Directions (Holland & Sisson)
    3. Middle School early Intervention Group Therapy Curriculum: Teaching Tolerance (Larkin, Sisson, Judy, and Holland)

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Student Presenters at CASP 2012 (Brynn Balcom and Emily Flitsch, with Dr. Brock)

jenemilybook
Student Presenters at CASP 2012 and book chapter authors (Jennifer Magnesi and Emily Flitsch, with Dr. Brock)
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Student presenters at CASP 2012 (LaShante Smith and Crystal Courtright, with Dr. Brock)


Student presentations at CASP 2013 (Dr. Brock, with Lacey Bryan and Audrey Larkin)


CSUS faculty and student presenters at CASP 2013
Hillary Sisson, Dr. Holland, Dr. Brock, Lacey Bryan and Audrey Larkin (missing Jennifer Judy)

National Association of School Psychologists

  1. The School Psychologist's Role in the Identification of Autism (February 2009)
  2. Assessing and Intervening with Children Exhibiting PTSD in the School Setting , Psychological Trauma Checklist, Traumatic Stress Screening Measures, PTSD Diagnostic Evaluation Backgroud Questionnaire (February 2009)
  3. Cross-Cultural and Cross-National Considerations in Crisis Intervention (March 2010)
  4. Crisis Intervention and Recovery: The Roles of the School-Based Mental Health Professional (February 2011)
  5. Responding to the 2011 Tohoku Japan Earthquake: Efforts to Suipport Students, Families, and Schools (February 2012)
  6. Identifying Emotional Disturbance: Guidance for the School Psychologist (July 2013)
  7. Assessment, Identification, and Treatment of Autism Spectrum Disorders at School (July 2013)
  8. What School Psychologists Need to Know About DSM-5; Handout 1; Handout 2 (June 2014)


Student presenters (and Dr. Melissa Holland) at the 2012 NASP convention in Philadelphia, PA, after their paper presentation on bullying
(from left to right; Jordan Wolf, Dr. Holland, Trisha Lopez, and Amanda DeCarl


Student presenter (Natasha Borisov) at the 2013 NASP convention in Seattle, WA.

American Psychological Association

  1. Understanding Peer Victimization (August 2005)
  2. PREPaRE Crisis Prevention and Intervention Training (August 2007)
  3. Evaluation of the PREPaRE School Crisis Prevention and Intervention Traininig (August 2012)

Other Seminars & Presentations

  1. Santa Clara County Office of Education (January 2010), PowerPoint, Suicide Risk Assessment Summary, Sample Suicide Intervention, General Staff Procedures, Risk Assessment and Referral Procedrues, Postvention Resources, Suicide Survivor Resources
  2. Calaveras County Office of Education (February 2010)
  3. CVA-CASP (April 2012)
  4. Queens College Morning Session (January 2014); Queens College Afternoon Session (January 2014)

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Publications

Refereed Journal Publications

  1. Brock, S. E., Rothbart, M. K., & Derryberry, D. (1986). Heart-rate deceleration and smiling in 3-month-old infants. Infant Behavior and Development, 9, 403-414. doi:10.1016/0163-6383(86)90014-7
  2. Sandoval, J., & Brock, S. E. (1996). The school psychologist's role in suicide prevention. School Psychology Quarterly, 11, 169-185. doi:10.1037/h0088927
  3. Brock, S. E., & Knapp, P. K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1, 173-185. doi:10.1177/108705479600100305
  4. Brock, S. E. (1998). Helping classrooms cope with traumatic events. Professional School Counseling, 2, 110-116.
  5. Brock, S. E. (1999). The diagnosis of attention-deficit/hyperactivity disorder in childhood. The California School Psychologist, 4, 18-29. Retrieved from http://education.ucsb.edu/school-psychology/CSP-Journal/index.html
  6. Brock, S. E. (2000). Development of a school district crisis intervention policy. The California School Psychologist, 5, 53-64. Retrieved from http://education.ucsb.edu/school-psychology/CSP-Journal/index.html
  7. Brock, S. E., & Christo, C. (2003). Digit naming speed performance among children with attention-deficit/hyperactivity disorder. The California School Psychologist, 8, 115-125. Retrieved from http://education.ucsb.edu/school-psychology/CSP-Journal/index.html
  8. Bolnik, L., & Brock, S. E. (2005). The self-reported effects of crisis intervention work on school psychologists. The California School Psychologist, 10, 117-124. Retrieved from http://education.ucsb.edu/school-psychology/CSP-Journal/index.html
  9. 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. doi:10.1177/0143034305055974
  10. Brock, S. E. (2006). An examination of the changing rates of autism in special education. The California School Psychologist, 11, 31-39. Retrieved from http://education.ucsb.edu/school-psychology/CSP-Journal/index.html
  11. Nickerson, A. B., Brock, S. E., & Reeves, M. A. (2006). School crisis teams within an incident command system. The California School Psychologist, 11, 63-72. Retrieved from http://www.caspsurveys.org/new/pdfs/journal06.pdf
  12. 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. doi:10.1300/J202v05n03_02
  13. 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. doi:10.1300/J202v05n03_03
  14. 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. Retrieved from http://www.csus.edu/indiv/b/brocks/Courses/EDS%20249/course%20outline.09.Spring/2009%20Readings/Brock%20&%20Clinton,%202007.pdf
  15. Nickerson, A. B., & Brock, S. E. (2011). Measurement and evaluation of school crisis prevention and intervention: Introduction to special issue. Journal of School violence, 10, 1-15. doi:10.1080/15388220.2010.519261
  16. Brock, S. E., Nickerson, A. B., Reeves, M. A., Savage, T. A., & Woitaszewski, S. A. (2011). Development, evaluation, and future directions of the PREPaRE School Crisis Prevention and Intervention Training Curriculum. Journal of School Violence 10, 34-52. doi:10.1080/15388220.2010.519268
  17. Saad, C., Brock, S. E., Ballard, Q., Yocum, L. C., Yates, C. B., & Wu, A. (2011). Using the PREPaRE model of school crisis prevention and intervention to respond to sudden and unexpected death. Greif Matters, 14, 12-17. Retrieved from http://www.grief.org.au/resources/grief_matters
  18. Nickerson, A. B., Serwacki, M. L., Brock, S. E., Savage, T. A., Woitaszewski, S. A., & Reeves, M. A. (in press). Program evaluation of the PREPaRE school crisis prevention and intervention training curriculum. Psychology in the Schools.

Books

Identifying, Assessing, and Treating Bipolar disorder at School

Hart, S. R., Brock, S. E., & Jeltova, I. (2013). Identifying, assessing, and treating bipolar disorder at school. Bethesda, MD: National Association of School Psychologists.

book cover Best Practices in School Crisis Prevention and Intervnetion (2nd ed.)

Brock, S. E., & Jimerson, S. R. (Eds.). (2013). Best practices in school crisis prevention and intervention (2nd ed.). Bethesda, MD: National Association of School Psychologists.

Identifying, Assessing, and Treating PTSD at School (Chinese Translation)

Nickerson, A. B., Reeves, M. A., Brock, S. E., & Jimerson, S. R. (2012). 识别评估和治疗:中小学生创伤后应激障碍 [Identifying, assessing, and treating posttraumatic stress disorder at school]. (H. Tingting & X. Qian, Trans.).  Beijing, China: China Light Industry Press/Beijing Multi-Million Electronic Graphics & Information. (Original work published in 2009).

self injury chineseIdentifying, Assessing, and Treating Self-Injury at School (Chinese Translation)

Miller, D. N., & Brock, S. E. (2012). 识别评估和治疗:中小学生自伤问题 [Identifying, assessing, and treating self-injury at school] (T. Suquin & H. Zijuan, Trans.). Beijing, China: China Light Industry Press/Beijing Multi-Million Electronic Graphics & Information.

chinese adhd cover Identifying, Assessing, and Treating ADHD at School (Chinese Translation)

Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2012). 识别评估和治疗:中小学生注意缺陷多动障碍 [Identifying, assessing, and treating attention-deficit/hyperactivity disorder at school]. (T. Chuan & S. Yu, Trans.). Beijing, China: China Light Industry Press/Beijing Multi-Million Electronic Graphics & Information.

book coverIdentifying, Assessing, and Treating Self-Injury at School

Miller, D. N., & Brock, S. E. (2010). Identifying, assessing, and treating self-injury at school. New York: Springer

Identifying, Assessing, and Treating ADHD at SchoolIdentifying , Assessing, & Treating of ADHD at School

Brock, S. E., Jimerson, S. R., & Hansen, R. (2009). Identifying, assessing, and treating ADHD at school. New York: Springer.

Identifying , Assessing, & Treating of Dyslexia at School

Christo, C., Davis, J., & Brock, S. E. (2009). Identifying, assessing, and treating Dyslexia at school. New York: Springer.

School Crisis Prevention and Intervention: The PREPaRE Model

Brock, S. E., Nickerson, A. B., Reeves, M. A., Jimerson, S. R., Lieberman, R., & Feinberg, T. (2009). School crisis prevention and intervention: The PREPaRE Model. Bethesda, MD: National Association of School Psychologists.

Identifying, Assessing, and Treating PTSD at School Identifying , Assessing, & Treating of PTSD at School

Nickerson, A. B., Reeves, M. A., Brock, S. E., & Jimerson, S. R. (2009). Identifying, assessing, and treating PTSD at school. New York: Springer.

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.

book cover Preparing for Crises in the Schools (Japanese Translation)

Brock, S. E., Sandoval, J., & Lewis, S. (2006). 学校心理学による問題対応マニュアル―学校で起きる事件・事故・災害にチームで備え、対処する [Preparing for crises in the schools: A manual for building school crisis response teams]. (R. Imada & Y. Yoshida, Trans.).  Tokyo, Japan: Seishin Shobo.

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 (2nd ed.)

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.

Preparing for Crises in the Schools

Brock, S. E., Sandoval, J., & Lewis, S. (1996). Preparing for crises in the schools: A manual for building school crisis response teams. Brandon, Vt: CPPC


Recent Book Chapters

  1. Brock, S. E., Martinez, E. L., Navarro, L., & Teran, E. (2010). Collaboration in school-based crisis intervention. In J. Kaufman, T. L. Hughes, & Riccio C A. (Eds.), The handbook of education, training and supervision of school psychologists in school and community. Volume II. Contemporary school psychology training: University/Field Collaboration (pp. 263-289). London, England: Taylor Francis/Routledge.
  2. Brock, S. E., Grove, B., & Searls, M. (2010). ADHD: Classroom interventions. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (pp. S8H5-1 - S8H5-5). Bethesda, MD: National Association of School Psychologists.
  3. Brock, S. E., & Reeves, M. A. (2010). Classroom-based crisis intervention. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (S9H1-1 – S9H1-4). Bethesda, MD: National Association of School Psychologists.
  4. Brock, S. E., & Riffey, M. A. (2010). Responding to suicidal ideation and behavior at school. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (S9H16-1 – S9H16-3). Bethesda, MD: National Association of School Psychologists.
  5. Martinez, E., & Brock, S. E. (2010). Suicide postvention strategies for school personnel. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (S9H17-1 – S9H17-3). Bethesda, MD: National Association of School Psychologists.
  6. Hart, S. R., & Brock. (2010). Suicide risk assessment. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (S9H19-1 – S9H19-4). Bethesda, MD: National Association of School Psychologists.
  7. Brock, S. E., & Reeves, M. A. (2010). Trauma victims and psychological triage: Considerations for school mental health professionals. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III: Handouts for families and educators (S9H23-1 – S9H1-3). Bethesda, MD: National Association of School Psychologists.
  8. Reeves, M. A., Nickerson, A. B., & Brock, S. E. (2011). Preventing and intervening in crisis situations. In T. M. Lionetti, E. Snyder, & R. W. Christner (Eds.). A practical guide to developing competencies in school psychology (pp. 193-208). New York, NY: Springer.
  9. Brock, S. B., Jimerson, S. R., Hart, S. R., & Nickerson, A. B. (2012). Preventing, preparing for, and responding to school violence with the PREPaRE Model. In S. R., Jimerson, A. B., Nickerson, M. J., Mayer, & M. J., Furlong (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 463-474). New York, NY: Routledge.
  10. Brock, S. E., & Jimerson (2012). Progress and future directions in school crisis prevention and intervention. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 3-8). Bethesda, MD: National Association of School Psychologists.
  11. Reeves, M. A., Conolly-Wilson, C. N., Pesce, R. C., Lazzaro, B. R., & Brock, S. E. (2012). Preparing for comprehensive school crisis response. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 245-264). Bethesda, MD: National Association of School Psychologists.
  12. Brock, S. E. (2012). Preparing for school crisis intervention. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 265-283). Bethesda, MD: National Association of School Psychologists.
  13. Flitsch, E., Magnesi, J., & Brock, S. E. (2012). Social media and crisis intervention. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 287-304). Bethesda, MD: National Association of School Psychologists.
  14. Reeves, M. A., Conolly-Wilson, C. N., Pesce, R. C., Lazzaro, B. R., Nickerson, A. B., Feinberg, T., . . .  Brock, S. E. (2012). Providing the comprehensive school crisis response. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 305-316). Bethesda, MD: National Association of School Psychologists.
  15. Brock, S. E. (2012). Economic crises. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed.; pp. 561-572). Bethesda, MD: National Association of School Psychologists.
  16. Jimerson, S. R., & Brock, S. E. (2012). Reflections on prevention, intervention, and future directions. In S. E. Brock & S. R. Jimerson (Eds.) Best practices in school crisis prevention and intervention (2nd ed ; pp. 731-733). Bethesda, MD: National Association of School Psychologists.
  17. Jimerson, S. R., Brock, S. E., & Brown, J. A. (2013). 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 (2nd ed., pp. 579-589). New York, NY: Oxford University Press.
  18. Brock, S. E. (2013). Preparing for the school crisis response. In J. Sandoval (Ed.), Handbook of crisis counseling, intervention and prevention in the schools (3rd  ed., pp. 19-30). New York, NY: Routledge.
  19. Sandoval, J., Brock, S. E., & Knifton, K. (2013). Acts of violence. In J. Sandoval (Ed.), Handbook of crisis counseling, intervention and prevention in the schools (3rd ed., pp. 212-228). New York, NY: Routledge.
  20. Brock, S. E., Ballard, Q., & Saad, C. (2013). Preparing for and responding to disasters. In J. Sandoval (Ed.), Handbook of crisis counseling, intervention and prevention in the schools (3rd ed., pp. 229-241). New York, NY: Routledge.
  21. Brock, S. E., Holly, E., Sisson, H., & Ybarra, L. A. (2013). Medical model perspectives on Autism. In H. Montgomery (Ed.), Oxford Bibliographies in Childhood Studies. New York: Oxford University Press.
  22. Brock, S. E., Melissa A. Louvar Reeves, M. A. L., & Nickerson, A. B. (in preparation). Best practices in school crisis intervention. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology VI (6th ed.). Bethesda, MD: National Association of School Psychologists.

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Psychology Internship/Fieldwork

Fieldwork placements will be assigned by CSUS school psychology faculty.
Students are expected to independently find their internship placements.
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 Forms

Fieldwork Forms

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last updated: 06/12/2014
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