Program: M.S., Counseling
The Master of Science (M.S.) in Counseling offers five options: (1) Career Counseling, (2) College Counseling and Student Services, (3) Marriage and Family Therapy, (4) School Counseling and (5) School Psychology. Students must successfully complete all prerequisite courses before formal admittance to a master’s degree program. Only students admitted to a Master of Science degree program may take classes in that program.
School Psychology Counseling option students may pursue a license as an Educational Psychologist.
This option within the Master of Science (M.S.) in Counseling prepares school psychologists for careers within school-based teams to help all children, including those of linguistically and cultural diverse backgrounds, attain academic and social success. Students attain skills in consultation, assessment and intervention, including counseling. Working at both the individual- and systems-level of service delivery, students develop the skills to facilitate collaboration among families, schools and communities. They creatively use evaluation methods and culturally compatible solutions to dissolve barriers that impede the learning process. Through personal and educational development in the program, graduates become competent professionals, lifelong learners, innovators and leaders in the field. On completion of the program, the student applies for the Advanced Pupil Personnel Services Credential: School Psychology Credential.
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).
- Pass the Upper Division Writing Proficiency Exam by earning a score of 8 or higher.
- 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 by the Departmental Student Affairs Committee.
- Complete all required prerequisite courses with a grade of “B” or better within the past 7 years. (Equivalent courses may be substituted for prerequisites.)
- EPC 314 or 314BL 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 Counseling
1. Core Program (18 units)
EPC 601 Individual and Group Assessment (3)
EPC 603 Clinical Research and Program Evaluation (3)
EPC 643 Diversity in Counseling (3)
EPC 655 Seminar in Counseling Theory and Practice (3)
EPC 659A Communication Skills in Counseling (3)
EPC 659B Practicum in Counseling (3)
2. Option (51 units)
EPC 611 Seminar in Educational Psychology (3)
EPC 641 Evaluation in the Bilingual Classroom (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 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 674 Family Development Across the Lifespan (3)
SPED 610 Program Planning in Special Education (3)
3. 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: Shyrea Minton
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.