Program Director: Eileen Whelan, Ph.D. and Dena M. Fiori, Ed.D.
Overview
In the dual school counseling/school psychology program candidates will complete separate credentials in school psychology and school counseling as well as earn a single master's degree in school counseling and school psychology.
The marketability and flexibility of obtaining both the school counseling and school psychology credentials will provide many options for both students and school districts. Graduates will be equipped with the necessary expertise in assessment and intervention as well as the knowledge and skills to develop and implement comprehensive guidance and counseling programs. The sequence of courses for the dual program has been carefully determined to provide maximum utility and background experience for fieldwork experiences as well as sequential coursework.
Accreditation
State of California
Commission on Teacher Credentialing 1900 Capitol Avenue
Sacramento, California 95814-4213
Admissions Requirements
- Three current reference forms
- All other official transcripts from colleges/universities attended
- Copy of valid California credential or certificate of clearance (fingerprints)
- Verification of current negative TB test results (within the last 12 months)
- Proof of passing score on the CBEST. (A minimum score of 100 will be accepted for admissions. However in order to begin field placement courses PPC 792 and PPP 793, a passing score of 123 or higher is required).
- Letter of explanation if your GPA is under 3.0
- Prerequisite courses (all must be passed with a grade of a 'C' or better):
- Child Development
- Educational Statistics and Research Design
- Introduction to Counseling Theories
- Introduction to Psychology
- Interview with program director*
*Program applicants will be required to submit an impromptu writing sample of approximately one page at the time they are scheduled to meet with the program director for an interview. The sample of written expression will be part of the documentation required to determine candidate competence. In the event that program prospects are judged by the Graduate Admission Committee to have writing deficiencies (provided they have met the other requirements) they may be accepted under the condition that they take a professional writing class.
Program Student Learning Outcomes
Program learning outcomes as based on the CCTC Pupil Personnel Services (PPS) standards as well as the National Association of School Psychologists (NASP) and the American School Counselor Association (ASCA). Each of those standards are listed below in their independent section:
PPS Generic Standards
Standard 1 Program Design, Rationale and Coordination
Standard 2 Growth and Development
Standard 3 Socio-Cultural Competence
Standard 4 Assessment
Standard 5 Comprehensive Prevention and Early Intervention for Achievement
Standard 6 Professional Ethics and Legal Mandates
Standard 7 Family-School Collaboration
Standard 8 Self-esteem and Personal and Social Responsibility
Standard 9 School Safety and Violence Prevention
Standard 10 Consultation
Standard 11 Learning Theory and Educational Psychology
Standard 12 Professional Leadership Development
Standard 13 Collaboration and Coordination of Pupil Support Systems
Standard 14 Human Relations
Standard 15 Technological Literacy
Standard 16 Supervision and Mentoring
School Psychologist Specialization Standards
- Core Knowledge Base and Foundation
Standard 17 Psychological Foundations
Standard 18 Educational Foundations
Standard 19 Legal, Ethical and Professional Foundations
- Professional Skills and Training
Standard 20 Collaborative Consultation
Standard 21 Wellness Promotion, Crisis Intervention and Counseling
Standard 22 Individual Evaluation and Assessment
Standard 23 Program Planning and Evaluation
Standard 24 Research, Measurement and Technology
- Field Experience and Practica
Standard 25 Practica
Standard 26 Culminating Field Experience
Standard 27 Determination of Candidate Competence
**NOTE: the CCTC standards, both Generic and School Psychology Specialization, will change in the Fall of 2021. Any student who wishes to enter or return to the program after the Fall of 2021 will no longer be able to meet the above standards and will be subject to the new CCTC standards implemented Fall of 2021.
School Counseling Specialization Standards
I. Core Knowledge Base and Foundations Standard
- Standard 17 Foundations of the School Counseling Profession
- Standard 18 Professionalism, Ethics & Legal Mandates
II. Professional Skills and Training
A. Domains of School Counseling and Guidance
- Standard 19 Academic Development
- Standard 20 Career Development
- Standard 21 Personal and Social Development
B. Themes of School Counselor Preparation
- Standard 22 Leadership
- Standard 23 Advocacy
- Standard 24 Learning, Achievement and Instruction
C. Functions of School Counselors
- Standard 25 Individual Counseling
- Standard 26 Group Counseling and Facilitation
- Standard 27 Collaboration, Coordination and Team Building
- Standard 28 Organizational and System Development
- Standard 29 Prevention Education and Training
- Standard 30 Research, Program Evaluation and Technology
III. Field Experience and Competency Evaluation Standard
- Standard 31 Field Experience
- Standard 32 Determination of Candidate Competence
**NOTE: the CCTC standards, both Generic and School Counseling Specialization, will change in the Fall of 2021. Any student who wishes to enter or return to the program will no longer be able to meet the above standards and will be subject to the new CCTC standards implemented Fall of 2021.
Student Learning Outcomes
National Association of School Psychologists based Student Learning Outcomes:
- Data-based decision making and accountability.
- Consultation and collaboration.
- Intervention and instructional support to develop academic skills.
- Interventions and mental health services to develop social and life skills.
- School-wide practices to promote learning.
- Preventive and responsive services.
- Family-school collaboration services.
- Diversity in development and learning.
- Research and program evaluation.
- Legal, ethical and professional practice.
American School Counselor Association
I. School Counseling Programs
School counselors design and deliver school counseling programs that improve student outcomes. The ASCA National Model: A Framework for School Counseling Programs, outlines the components of a school counseling program that is integral to the school's academic mission and is created to have a significant positive impact on student achievement, attendance, and discipline.
II: Define
School counseling standards for students and professional practice serve as the defining documents of the school counseling profession. Three sets of standards help new and experienced school counselors develop, implement, and assess a school counseling program.
- Student Standards: ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for every student.
- Professional Standards: ASCA Ethical Standards for School Counseling and ASCA School Counselor Professional Standards and Competencies
III: Manage
To be delivered effectively, the school counseling program must be efficiently and effectively managed. The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results.
- Program Focus: Beliefs, Vision statement, and Mission statement
- Program Planning: school data summary, annual student outcome goals, action plans, lesson plans, annual administrative conference, use of time, calendars, and advisory committee.
IV: Deliver
School Counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor's interaction with others.
- Direct Student Services: Instruction, Appraisal and Advisement, and Counseling
- Indirect Student Services: Consultation, Collaboration, and Referrals
V: Assess
To achieve the best results for students, school counselors regularly assess their program to determine its effectiveness, inform improvements to their school counseling program design and delivery, and show how students are different as a result of the school counseling program.
- Program Assessment: School Counseling Program Assessment and Annual Results Reports
- School Counselor Assessment and Appraisal: ASCA School Counselor Professional Standards and Competencies Assessment. School Counselor Performance Appraisal Template.
Locations Offered
North Fresno, Visalia, Merced and Bakersfield Campuses
Program Length
The program is eight semesters in length with cohorts starting in the fall. Attending full time, the 93 unit program will take three years to complete. Following the sequence of courses provided, students will complete the requirements for their clear school counseling credential and the requirements for their clear school psychology credential as well as the master's degree at the end of the third year.
