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: Alberto Restori
Education (ED) 1218
Graduate Coordinator: Joannie Aguayo
Student Learning Outcomes
To fulfill the department mission, faculty engages in University and professional activities to develop and provide undergraduate and graduate programs for the preparation of professionals. At the conclusion of their program of study, students will be able to:
- Develop and apply expertise in their fields of study.
- Think critically and engage in reflective, ethical and legal practice throughout their education and professional lives.
- Develop empathetic, respectful and congruent interpersonal skills and abilities to work successfully with groups and individuals from diverse backgrounds in educational, community and mental health settings.
- Communicate effectively using oral, written, listening and nonverbal attending and observational skills.
- Become information-competent scholars and researchers capable of utilizing current technology in work environments while engaging in and disseminating creative, empirical and applied research studies and program evaluations.
- Collaborate skillfully and respectfully as leaders, consultants and team members in a variety of settings.
- Develop skills necessary to assess and evaluate individuals and groups and to utilize current technology in work environments.
- Maintain a multicultural and global perspective, emphasizing social justice, gender and educational equity, access and support.
- View their roles as preventative, educative and therapeutic in promoting well-being, healthy relationships, academic success and career mastery.
- Provide service through a wide variety of field-based partnerships informed by theory, research and practice.
- Act as advocates with initiative, perception and vision to lead and transform the practices and policies of those who provide services to individuals, families, schools, organizations, communities and policymakers.
- Pursue lifelong professional and personal development through such mediums as continuing education, information, technology, psychological counseling, participation and leadership in professional organizations, and doctoral study.