Program: M.S., School Psychology
The Master of Science (M.S.) in School Psychology prepares school psychologists for careers within school-based teams to help all children, including diverse students of all backgrounds and characteristics, attain academic, behavioral, emotional and social success. School Psychology candidates attain skills in counseling, consultation, assessment and intervention. Working at both the individual- and systems-level of service delivery, candidates develop the skills to facilitate collaboration among families, schools and communities. They creatively use research and evaluation methods and culturally compatible solutions to dissolve barriers that impede learning and adjustment among school-aged students to promote overall life success. Through personal and professional development in the program, candidates become competent professionals, lifelong learners, innovators and leaders in the field. On completion of the program, the candidate applies for the Advanced Pupil Personnel Services Credential in School Psychology.
School Psychology candidates must have earned a baccalaureate degree and have successfully completed all prerequisite courses before formally being admitted into the master’s degree in the School Psychology program. Only students admitted may take classes in the School Psychology program.
School Psychology candidates will work toward earning a master’s degree in School Psychology and an Advanced Pupil Personnel Services Credential in School Psychology. Candidates may also pursue a license as an Educational Psychologist upon completion of three years of experience and passing an exam offered by the Board of Behavioral Sciences.
A. Admission Requirements
- Complete University application and requirements.
- Have earned a baccalaureate degree from an accredited college or university.
- Have been in good standing at the last institution attended.
- Have at least a 2.5 GPA in the last 60 semester/90 quarter units attempted.
- All applicants to the School Psychology option are required to take the Graduate Record Examination.
- If an applicant’s cumulative undergraduate GPA is less than 3.0, the applicant must score at or above the 50th percentile on one of the three sections of the aptitude test of the GRE (i.e., verbal, quantitative or analytical).
- Complete the department application for admission to graduate programs.
- Submit two or three letters of recommendation on letterhead, the departmental application and departmental recommendation form.
- Participate in the admission’s interview process.
- Be accepted for admission.
- Complete all required prerequisite courses with a grade of “B” or better within the past 7 years. Equivalent courses may be substituted with approval from the graduate coordinator or program coordinator for prerequisites.
- EPC 314 Psychological Foundations, K-12 (3)*
- EPC 430 Development and Learning in Early Childhood Education (3)
- EPC 451 Fundamentals of Counseling and Guidance (3)
- EPC 600 Educational Statistics for Research and Measurement (3)
*Waived for applicants who have a teaching credential.
B. Requirements for the Master of Science Degree in School Psychology
1. Core Program (69 units)
EPC 601 Individual and Group Assessment (3)
EPC 603 Clinical Research and Program Evaluation (3)
EPC 604 Multi-Systemic Academic Intervention for School Psychologists (3)
EPC 611 Seminar in Educational Psychology (3)
EPC 641 Bilingual Assessment (3)
EPC 643SP Diversity in School Psychology (3)
EPC 648 Consultation with Parents, Teachers and Other Human Service Professionals (3)
EPC 659EC Practicum in School Psychology: Resiliency, Prevention and Crisis Intervention (3)
EPC 659FC Practicum in School Psychology: Resiliency, Prevention and Crisis Intervention (3)
EPC 659GC Internship in School Psychology (3)
EPC 659HC Internship in School Psychology (3)
EPC 659SPA Communication Skills for School Psychologists (3)
EPC 659SPB Practicum in Counseling for School Psychologists (3)
EPC 661 Multi-Systemic Behavioral Interventions (3)
EPC 663A/L Assessment of Cognitive Abilities and Skills for Intervention and Lab (3/3)
EPC 663B/L Assessment of Social Emotional Development and Adaptive Skills for Intervention and Lab (3/3)
EPC 664 Neuro-Developmental, Emotional and Behavior Disorders (3)
EPC 665 Individual and Group Counseling of Children in the Schools (3)
EPC 667 Law, Ethics and Professional Practice for School Psychologists in Schools and Private Practice (3)
EPC 674SP Family Development Across the Lifespan (3)
SPED 610 Program Planning in Special Education (3)
2. Culminating Experience (3 units)
**If students need an additional semester to complete their thesis/project, they will need to enroll in EPC 698C for an additional semester.
Total Units Required for the M.S. Degree: 72
Department of Educational Psychology and Counseling
Chair/Graduate Coordinator: Alberto Restori
Education (ED) 1218
Staff: Esther Choi
Program Learning Outcomes
Students receiving a Master of Science in School Psychology will be able to:
- Develop knowledge of the foundations of the profession and professional practice.
- Develop knowledge of legal and ethical practice in school psychology.
- Develop knowledge and a respect for human diversity and equitable practices for diverse student populations.
- Develop foundational content knowledge in school psychology.
- Develop knowledge of research and evidence based practice in school psychology.
- Develop knowledge and skill in data-based decision making, including assessment, data gathering, monitoring, and evaluation.
- Develop knowledge and skill in data-based decision making—problem solving and response to intervention at the individual and/or multi-tiered system level of support.
- Develop knowledge and skill in consultation and collaboration.
- Develop knowledge in family, school and community collaboration.
- Develop knowledge and skill in academic interventions and instructional supports using risk and resiliency theory/research and a systems-ecological approach.
- Develop knowledge and skill in mental and behavioral health services and interventions using risk and resiliency theory/research and a systems-ecological approach.
- Develop knowledge and skill in social-emotional and mental health and behavioral health services and interventions using risk and resiliency theory/research and systems-ecological approach.
- Develop knowledge and skill in schoolwide practices to promote learning.
- Develop knowledge and skill in services to promote safe and supportive, and equitable schools.