The School Psychology concentration is nationally accredited by the National Association of School Psychologists (NASP).
The philosophy of the School Psychology concentration is to train graduate students in evidenced-based practice to promote social justice and equity to diverse school communities. Social justice is the call to provide all pupils with the support, skills, and services they need to reach their full potential in spite of poverty and other significant challenges. The SchoolPsychology concentration is committed to the academic and social-emotional development of children, families and communities. Thus, we strive to promote a strong professional identity in School Psychology while providing a core of shared learning experiences.
The goals of the concentration are to provide clinical training, instruction, field-based placements, and cohort learning opportunities to promote four levels of trainee development; 1) Foundation for Clinical Practice, 2) Professional Skills and Knowledge, 3) Demonstration of Competency, and 4) Professional Identity. Although each area is introduced at different points of the program, levels of development and knowledge based content are continuously revisited and integrated into group and individual discussion and reflection. In addition, coursework continues to build as trainees demonstrate competence in service delivery.
Due to early technical challenges, the School Counseling and School Psychology Programs have extended the application deadline. We are still accepting applications for the fall 2018 semester. Please submit completed application packets. We will be reviewing applications until the programs are full. We will post an announcement when the programs are full.
The Masters in Counseling: School Psychology Credential Program is designed to promote social justice and democracy by preparing knowledgeable and competent professional School Psychologists.
The U.S. News & World Report rated School Psychology as the number one social service job of 2014. CSUEB's Clinical Child/School Psychology (CCSP) Program is a nationally recognized training program that prepares professionals to make a difference in their communities. Founded in 1973, CSUEB's CCSP is the largest and earliest program in the Northern California Bay Area to receive approval from the National Association of School Psychologist (NASP). Program graduates are dedicated School Psychologists who become leaders in culturally and linguistically diverse K-12 schools.
The CCSP promotes professional excellence, community involvement, and collaboration between School Psychologists and other professionals in order to create learning communities where K-12 students are engaged as learners, passionate about what they do, and empowered as people.
Our core social justice, democracy, and professional excellence philosophy is given life by preparing knowledgeable and competent professional School Psychologists who engage in Intervention, Consultation, Assessment, Research, and Education (I CARE).
Upon successful completion of the CCSP Program, graduates have three outcomes:
(1) MS in Counseling; (2) Recommendation for a California Credential in School Psychology; (3) Completion of coursework and hours necessary to apply for a Marriage and Family Therapy (MFT) Intern License. Additionally, graduates can apply to be Nationally Certified School Psychologists (NCSP), after field experience and related examination.
The CCSP is a full-time, three-year program. Courses are offered in a defined cohort sequence during fall, winter, and spring terms, during the day, evening, and on some weekends. Candidates may choose to complete the MFT option as part of their degree program.
A "cohort" is a group of professionals who enter, move through, and graduate from the program in the same group, at the same time. Cohorts foster learning communities where professionals-in-training from both School Counseling and School Psychology support each other.
Faculty members in the Department of Educational Psychology have expertise in strength-based intervention, social-emotional and cognitive behavioral intervention and assessment, neuropsychological assessment of learning disabilities, child therapy, and consultation.
Professionals-in-training are prepared for clinical work with people who are struggling with both normal life problems and the more severe pathologies. We orient candidates to promote resilience and practice strengths-based interventions. Training, combined with actual practice in fieldwork and the Community Counseling Clinic, prepares professionals-in-training
for careers as School Psychologists and therapists. Professionals-in-training begin working in schools at the beginning of the program and have fieldwork opportunities in over 20 Bay-Area school districts. First-, second-, and third-year trainees provide support to students, teachers, and parents while completing course-related assignment.
Candidates completing the program and exam requirements (national Praxis II Exam in School Psychology) are recommended to the California Commission on Teacher Credentialing (CTC) for a School Psychology Credential.
The Master's in Counseling offered by the Department of Educational Psychology MFT option is designed to meet the requirements of Section 4980.37, 4980.40 and relevant subdivisions of Chapter 13 regarding Marriage and Family Therapy in Business and Professions Code of the State of California. Prospective students are advised to acquire and read the laws governing MFT licensure from the Board of Behavioral Science in Sacramento .
Candidates completing the program may apply for an MFT Intern License with the California Board of Behavioral Science; additional hours and an exam are required for licensure .
The M.S. Counseling, School Psychology concentration prepares graduates for careers as educational interventionists and counselors in hospitals and mental health organizations. According to the US News and World Report’s on-line career review, it is a top social service prospect for the future. Additional courses taken for the Pupil Personnel Services (PPS) Credential required by the California Commission on Teacher Credentialing (CTC and coursework required by the Board of Behaviors Sciences (BBS) may lead to leadership positions in culturally and linguistically diverse K-12 schools. The additional PPS specialization courses also prepare graduates to make a difference in their communities through providing mental health services and advocacy.
Applicants are strongly encouraged to visit and talk to professional School Psychologists before applying. Find out what they love about their work. CSUEB promotes ethical practice and encourages active professional participation and engagement.
The MFT concentration prepares graduate students for clinical work in a wide variety of settings, such as community mental health based and county agencies, schools and universities, hospitals, business and industry, and private practice.
Graduates have been hired in a wide range of agencies and businesses. Some are counselors in junior colleges and college counseling settings, Others are drug and alcohol abuse counselors in hospitals, family therapists on-site in schools, advocates for the mentally ill, therapists working with chronically ill and they elderly, child therapists in therapeutic nursery schools, assessment counselors, information and referral clinicians in employment assistance programs, individual and family therapists for police departments, grief counselors, organizational development specialists, and human resource professionals in business and industry.
Applicants must complete the following or equivalent courses prior to fall admission for all majors, including Psychology:
PSYC 4610 (Psychology of Personality) is no longer required for the School of Psychology.
Applicants with some courses to take should have a detailed plan for completion during the summer, prior to fall admissions.
Please refer to the Prerequisite Equivalency Course List to determine if your past courses and/or courses from others institutions fulfill these requirements.
If your institution or course is not listed, please contact the Education Administrative Office at email@example.com. Include a copy of the course description, course number, institution, and date completed.Courses 5 years or older will not be considered.
Students are admitted once annually to commence studies during Fall Quarter. Students are encouraged to attend a program orientation prior to submitting and application. Information about orientation dates and additional program descriptions including a program handbook can be viewed on the Department website.
Students applying to this program should follow the university and departmental admissions procedures, including the submission of:
Prospective students who submit complete applications will be contacted during spring quarter. Students are admitted into cohorts that begin during fall quarter only.
In addition to completing the Division's required course of study, students are reviewed prior to advancement to candidacy by the program's faculty. The review involves both the student's academic progress and appropriate professional behavior.
Candidates' Professional Practice Portfolio provides one source of evidence for professional readiness; candidates document professional service, emerging professional identity, and reflection on the impact of services on children and school communities.