The School Psychology Graduate Program is the only nationally accredited Master's/Specialist program in the San Francisco, Bay Area recognized by the National Association of School Psychologists (NASP). The program philosophy is to train graduate students in evidence-based practice to promote social justice and equity within diverse school communities. Social justice entails providing all PK-12 students with the support, skills, and services they need to reach their full potential despite facing poverty and other significant challenges. The School Psychology program is dedicated to fostering the academic and social-emotional development of children, families, and communities.
This is a three-year, full-time specialist-level School Psychology program. Candidates are required to complete two years of coursework and a full-time minimum 1200 hour School Psychology Internship during the third year. We are a multidisciplinary program, with core training in School Psychology, complemented by integrated training and coursework in counseling and marriage and family therapy. Upon graduation, candidates earn the following:
As a nationally accredited program, we adhere to professional guidelines established by NASP Training Standards to promote educationally and psychologically healthy environments for children and youth. This involves implementing research-based, effective programs aimed at preventing problems, enhancing independence, and promoting optimal learning. We achieve this through innovative research and training, advocacy, ongoing program evaluation, and providing caring professional service.
We collaborate with Districts across Northern CA and throughout the San Francisco Bay Area, placing our trainees in these districts for field-based experiences for practicum and internship. Our trainees receive comprehensive training experiences in PK-12 systems, ensuring they are well-prepared to making meaningful contributions to the educational and social-emotional development of children, families, and communities.
The CSUEB School Psychology Program is the only NASP accredited Master's/Specialist program in the San Francisco, Bay Area. We maintain rigorous training standards and uphold ethical practices to cultivate competent professionals in the field of school psychology. NASP accreditation serves as a crucial hallmark of quality graduate education in school psychology, comprehensive content, and extensive and properly supervised field experiences and internships. Our program aligns with the NASP 2020 standards. Our School Psychology Program is Fully Accredited until February 2030.
Our program also hold accreditation by the (CCTC) for school psychology. Accreditation: 1) Ensures legal recognition and compliance with state standards; 2) Facilitates credentialing for graduates to practice in California; 3) Guarantees quality education through rigorous standards; and 4) Promotes ongoing program improvement and professional development.
The School Psychology program integrates field-based experiences with NASP & CCTC Training Skill Domain-focused course assignments specifically designed for school settings throughout all three years. Great effort is devoted to providing students with experiences that are most appropriate to their particular level of readiness, with the difficulty and complexity of assignments increasing steadily as students progress through the program and grow in their training. Each course is specifically designed to include field site applications. Students are required to complete a related project in the field setting, in conjunction with readings, lectures, and discussions of specific areas of knowledge and application. In this way, students are able to demonstrate the kinds of knowledge, skills, and core values that are central to the philosophy of the program. By the third-year internship, trainees are provided with more autonomy in preparation for professional independence.
From the point of admission, with prerequisite courses providing a foundational start for pre-practicum training, to the point of graduation, every student completes a hierarchically organized sequence of courses. All students take the same required sequential courses as a cohort. Each course is designed to meet specific requirements and standards, consistent with state and national criteria for excellence.
The School Psychology program at CSUEB is designed and coordinated in accordance with the theme and vision of the College of Education and Allied Studies (CEAS) and the Department of Educational Psychology, as documented in all course syllabi.
College Mission Statement: We prepare collaborative leaders, committed to professional excellence, social justice, and democracy, who will influence a diverse and interconnected world.
College Vision Statement: We strive to exemplify the ideals of social justice and democracy, distinguished by excellence in teaching, scholarship, vibrant programs, and graduates who are transformative leaders in their communities.
College Values Statement: We, faculty and staff, practice an inclusive, student-centered approach, valuing excellence in teaching and scholarship, collaboration and partnership, assessment and evaluation, and equity and diversity.
Cohort: The program uses a cohort system. A "cohort" is a group of professionals who enter, move through, and graduate from the program together, at the same time. Cohorts foster learning communities where candidates take all courses together and share common experiences in our Community Counseling Clinic, field placements, and university supervision.
Sequence of Courses: All students take the same required, hierarchically organized sequence of courses as a cohort. Courses listed in the sequence of courses must be completed each cohort year. The minimum number of required course hours is 12 semester units. Third-year interns do not take additional coursework beyond a university supervision group section and a capstone project course required each semester.
The School Psychology Program at 91探花 was formally introduced as a distinctive course of study within the Department of Educational Psychology in 1972, and was submitted to the Teacher Preparation and Licensing Board as an experimental program in anticipation of the Ryan Act. Following its first formal approval under the Ryan legislation in 1976, the program has been revised many times in response to the changing needs of schools, families and children.
The program gathers annual and semester data (Fall and Spring) from students, recent graduates, supervisors and other members of the professional community. Results of these data are then used to guide program modification and improvement. As part of a major revision in 1992, the program was expanded to include a third year of full-time (1200 hour minimum) School Psychology Internship experience. In 1995, the program was granted full approval by the National Association of School Psychologists (NASP). Since then, our program continues to be re-accredited by NASP based on our data-based outcomes in student learning. Our program is the only nationally accredited specialist-level program in the San Francisco Bay Area.
The Training Philosophy of the program is to train and prepare graduate students to become credentialed School Psychologists who demonstrate skill, knowledge, and competency in the NASP 2020 Training Standard domains. This training foundation is based on two years of sequenced coursework that integrates theory and school psychology content with University and district supervised field-based practice (pre-practicum in the first year and practicum in the second year). The Internship year, third year of full-time field experience, provides professional experience and supervision from a Scientist-Practitioner perspective. That is, collecting data, applying theory and best-practice approaches to data-based assessments, intervention, and evaluating efficacy of services as action research. Candidate competency in all NASP Training Standard areas is measured in Professional Practice Portfolio Case Studies (capstone project) during the Internship. Additionally, Field Supervisors evaluate skill and knowledge demonstrated in schools for each NASP skill domain.
Graduates train to provide effective, evidenced-based services that promote Social Justice and Equity to diverse school communities and to a variety of educational student needs. The NASP 2010 Ethical Principles, Principle I.3. Fairness and Justice, identifies the importance of this professional service. Social Justice and Equity are essential outcomes in the California Bay Area that are identified as equal access to learning opportunities, mental health services, and safety, given historic inequalities for students and families from under-represented cultural and linguistic backgrounds. Our training philosophy highlights culturally responsive services (e.g., matching professional services with cultural needs of communities) as an essential element in service delivery effectiveness. To foster culturally responsive services and support trainees’ cultural competency, multicultural content, cases, and theory are integrated in first- and second-year courses. Through the combination of this multicultural curriculum and field placements in some of the most culturally and linguistically diverse schools in the nation, the School Psychology program prepares students to work effectively with children and families across the full spectrum of group and individual differences, while continuously incorporating NASP skill standards in practice.
The Program follows the and as the guiding focus for school psychology instruction, training, evaluation, and student and program performance documentation.
The Goals of the program are to provide NASP and CCTC Training Standards based on instruction, field-based placements, and cohort learning opportunities to develop foundation for practice, professional skill and knowledge, competency demonstration, and professional identity.
1) Foundation for Practice- Dispositions to establish rapport and professional relationships
2) Professional Skills and Knowledge- Opportunities to practice professional skills and apply evidence-based knowledge
3) Demonstration of Competency- Integration of skill and knowledge in the Scientist-Practitioner Model
4) Professional Identity as School Psychologists- Reflection and goal setting to transition to independent practice and career-long development
Candidates are placed in different districts/schools for all three years of the program. These opportunities provide rich experience in preparation for multisystems supports, psychoeducational assessments, consultation, and clinical work with students, parents, and teachers. Candidates begin working in schools at the start of the program and have fieldwork opportunities in Bay Area school districts and communitiy agencies. First, second, and third-year trainees support students, teachers, and parents while completing course-related assignments. Concurrently, candidates have opportunities to volunteer in the Community Counseling Clinic (CCC), providing counseling to individuals, couples, families, and children in the community who are struggling with stress, anxiety, depression, and/or relational difficulties. We promote best practices in cultural sensitivity and service delivery, resilience, and practice strengths-based, problem-solving assessments and interventions.
Continuous Program Evaluation for Quality Improvement: The program uses formal data (e.g., student course evaluations, annual anonymous student program evaluations, and student annual placement evaluations) and structured feedback (e.g., Student Representative feedback, field and university supervisor feedback, School Psychology Advisory Committee meeting feedback, and Annual Student Review meetings) to modify instruction, plan for shifts in training needs (e.g., new guest speakers or trainings), and acquire training materials. Survey data are gathered and reviewed regularly for program improvement.
The School Psychology training program provides comprehensive preparation for obtaining the Pupil Personnel Services (PPS) Credential in School Psychology, which is essential for practicing as a School Psychologist in schools. Upon satisfactory program completion, trainees are recommended to the (CTC) for the clear PPS Credential in School Psychology, ensuring they meet all state requirements to effectively support and enhance student well-being and educational outcomes.
The PPS credential allows for work in the following areas:
Cal State East Bay Credential Student Service Center, CCSC, provides a range of services to support students in the credential application.
The School Psychology program offers an integrated training pathway that includes coursework toward Marriage and Family Therapy (MFT) licensure. This comprehensive program equips students with the necessary skills and knowledge to excel in both school psychology and MFT fields. Upon graduation, students are well-prepared to submit for the Associate Marriage and Family Therapist (AMFT) license, allowing them to continue acquiring supervised hours required for full MFT licensure. This dual focus enhances graduates' versatility and career opportunities in educational and therapeutic settings.
The (BBS) is a California state regulatory agency, responsible for licensing, examination, and enforcement of professional standards for:
The Nationally Certified School Psychologists (NCSP) credential is the only professional credential recognized in school psychology. National certification demonstrates that an individual has completed training from a rigorous, accredited program that upholds current professional standards in the field. School psychologists with the NCSP credential adhere to the highest ethical standards and professional practices. CSUEB School Psychology trainees are eligible to apply for the NCSP upon graduation.
One of our CSUEB School Psychology graduate students, Bianca Avalos, is a recipient of a prestigious award from the National Association of School Psychologists (NASP). Only a select few are awarded this competitive scholarship of school psychology students across the country. WAY TO GO BIANCA! A FUTURE LEADER IN SCHOOL PSYCHOLOGY! The recipients were recognized at NASP 2020 conference in Baltimore, MD.
Why consider School Psychology training at CSU East Bay? School Psychology is a TOP Social Service Job (#2) according to US News and World Reports.
The Department of Educational Psychology's Community Counseling Clinic (CCC) at CSU, East Bay offers no-cost services to the community.
The CSUEB School Psychology Josh Alper Scholarship, established by Dr. Ted Alper, faculty emeritus, in memory of his son, aims to support future school psychologists who exemplify the ideals of inclusive community and social justice.
