School Psychology M.A./School Psychology Credential

Overview

The school psychology credential/Master of Arts in School Psychology degree requires a minimum of 69 units of coursework in the advanced component listed below. A sequence of courses is determined by the program director. In addition to the 69 units, there are six prerequisites.

Students will be required to obtain liability insurance before fieldwork or supervised experience can begin.

Up to 16 units of credit from an accredited graduate program in counseling, psychology or a related area may be transferred into the school psychology program, where such courses are judged by the program director to be equivalent to those required in the graduate program. All other provisions of the general graduate policy on transfer of credit shall apply.

The following additional program requirements must be met to be employed as a school psychologist:

1. A master's degree in school psychology or a related area.
2. A 1,200-hour internship completed prior to receiving a clear credential. Students will need to have completed all courses except those needed for the master's and internship hours to apply for the internship credential. Once the internship (and master's if necessary) is/are completed the individual may apply for the full credential.
3. The minimum credential requirement will include 54 units of classes and practicum, 8 units of internship and a 7- or 9-unit master's component.
4. A passing score on the NASP praxis exam. This exam will serve as the program comprehensive exam following the credential coursework.

Accreditation

State of California
Commission on Teacher Credentialing 1900 Capitol Avenue
Sacramento, California 95814-4213

Admissions Requirements

• Three current reference forms
• Interview with program director*
• All other official transcripts from colleges/universities attended
• Copy of valid California credential or certificate of clearance (fingerprints)
• Verification of current negative TB test (last 12 months)
• Verification of passing the CBEST
• GRE or MAT results
• Letter of explanation if your GPA is under 2.75
• Prerequisite courses:
  • Child Development
  • Educational Statistics and Research Design
  • Intercultural Communication
  • Introduction to Counseling Theories
  • Introduction to Psychology
  • Psychology of Learning

*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

CCTC Standards for Pupil Personnel Services Credentials

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 Counselor Specialization Standards

1. Core Knowledge Base and Foundations
   Standard 17 Foundations of the School Counseling Profession
   Standard 18 Professionalism, Ethics and Legal Mandates
2. Professional Skills and Training
   1. Domains of School Counseling and Guidance
      Standard 19 Academic Development
      Standard 20 Career Development
      Standard 21 Personal and Social Development
   2. Themes of School Counselor Preparation
      Standard 22 Leadership
      Standard 23 Advocacy
      Standard 24 Learning, Achievement and Instruction
   3. 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
3. Field Experience and Competency Evaluation
   Standard 31 Field Experience
   Standard 32 Determination of Candidate Competence

Program Student Learning Outcomes

1. Counseling and Intervention.
   1. Applying individual counseling methods and techniques.
   2. Applying small group counseling methods and techniques.
   3. Applying conflict resolution techniques.
   4. Assisting students in personal growth and development.
   5. Advising students about academic concerns.
   6. Assisting students with appropriate educational and career planning.
2. Consultation and Collaboration
   1. Working effectively with a diversity of individual students, faculty, administrators and staff on behalf of students.
   2. Recognizing and using the expertise of others.
   3. Applying leadership in large-group (classroom) guidance.
   4. Understanding classroom instructional practices.
   5. Consulting with parents.
   6. Collaborating with school and outside professionals to meet student needs.
3. Assessment
   1. Explain assessments and interpret results to pupils, teachers, administrators, parents and others.
   2. Using assessment methods (e.g., career, college entrance, CAHSEE, CST, CELDT, etc.) and information appropriately for personal, educational and career decision making.
   3. Using a variety of assessment strategies (school district student information systems, GE accommodations, SST data reviews, reviewing transcripts, grades, CST, etc.) to identify students at risk.
4. Program Development
   1. Collecting and analyzing student data.
   2. Developing interventions and school programs based upon assessed student needs.
   3. Identifying areas of improvement of an existing school counseling program.
   4. Developing, implementing and evaluating components of a school counseling and guidance program.
5. Leadership
   1. Using the institution's policies and procedures.
   2. Adhering to ethical standards and practices.
   3. Being sensitive to the effect of one's own values and biases on the manner of providing services to the school community.
   4. Understanding and working effectively with individuals from different cultural and ethnic backgrounds.
   5. Exercising perseverance and follow through.

Locations Offered

Main Campus Fresno, Visalia and Bakersfield Campuses

Program Length/Semester Starts

The program is 6 semesters in length with cohorts starting in the fall.