Sequence of Study
The sequence in which you complete your coursework and field experiences is crucial.
The School Psychology program has been designed as a full-time, integrated 4-year
sequence of courses and experiences. Most students work on a part-time basis (no more
than 10-12 hours per week). Any variation from the defined 4-year sequence must be
developed with your advisor and approved by the program director. Learn more about
how our courses intersect with the Degree Learning Outcomes (DLOs).
Some courses and experiences must be completed in tandem, others as prerequisites.
Courses are offered only once a year. If you receive a grade below B-, you may be
required to repeat the class. Depending on the class, this may have ramifications
for your sequence of studies.
School psychology students who pursue the first year of their studies in the Community-Based Block have this "additional variable" in developing their sequence plan. It is especially
crucial for CBB students to develop close working relationships with their school
psychology advisors.
Note: Required courses are also listed and described in the University Catalog.
Year 1
Themes: Ecosystemic Thinking, Multicultural Communication & Data-Based Decision Making for
Interventions
Education and professional development of multiculturally competent, ecosystemic school
psychologists involved in the lives of students, families, and schools.
Concepts underlying effective cross-cultural counseling practice and interpersonal
communication. Development of skills basic to practice of counseling, consultation,
and marriage-family therapy.
Development of self-understanding. Cross-cultural communication skills needed for
becoming an effective counselor. May be repeated with new content. Maximum Credits:
three units applicable to a master’s degree in counseling.
Foundational assessment skills in authentic and curriculum- based approaches for intervention
for school-age students. Standardized assessment as a bridge to part II.
Implement Response to Intervention (RTI) in psychoeducational assessment and intervention.
Academic and cognitive assessment-intervention of theories, assessment practices,
and intervention.
Issues, insights, and techniques for improving effectiveness in working with culturally
diverse populations.
Theory and concepts underlying ecobehavioral assessment - intervention in multicultural
schools. Functional assessment of individual student behavior in contexts of classroom
and culture. Development of behavior support plans in collaboration with teachers.
Implementing and evaluating ecobehavioral consultation.
Counseling theories, processes and approaches appropriate to children and adolescents
in multicultural school and community settings. Application of theories and research
for individual, group, family and larger systems interventions.
Human neuropsychology relevant to assessment and intervention practices within school
settings; associated biological and cultural influences on human behavior. Brain-behavior
relationships within context of cognitive and developmental psychology, learning,
and education.
Supervised experience in counseling, school counseling, or school psychology. May
be repeated with new content. Maximum Credits: nine units applicable to a master’s
degree in counseling.
Year 2
Themes: Individual & Small Group: Consultation, Intervention and Evaluation within an RTI/MTSS
Framework
Effective assessment and instructional support strategies for culturally and linguistically
diverse students within Response to Intervention (RTI) framework. Language and culture,
disproportionality in special education, non-biased assessment practices and interventions,
and report writing.
Models, theory, research, and practice in school psychology roles in family-school
collaboration in diverse schools. School-wide, group, and individual approaches for
improving school climate, parent engagement, communication, and interventions involving
families, school staff, school psychologists, and others.
Examination, design, implementation, and evaluation of wellness, prevention, intervention,
and other mental health programs at individual, group, and system levels in schools.
Focus on roles for school support personnel in promoting wellness and resiliency and
intervening in school settings.
Study of selected areas in counseling, marriage and family therapy, school counseling,
or school psychology culminating in a written project with emphasis on counseling
as a profession. May be repeated with new content. Maximum Credits: nine units applicable
to a master’s degree.
Consultation theory, process, and research for counselors and school psychologists.
Emphasis on mental health and problem- solving consultation in multicultural education
and mental health settings.
School psychology in multicultural school settings; implications for standard and
innovative school psychology practices. Maximum Credits: six units applicable to the
Ed.S. degree.
Year 3
Themes: Advanced Individual & Systems Level Interventions
Theory and practice of cognitive modifiability and knowledge construction; role of
culture and second language acquisition in cognitive development. Proficiency in identifying
and assessing modifiable cognitive functions; administer and interpret multiple assessment
tools; report to parent and teacher.
Mental health disorders in school-aged children. Factors that promote psychological
healthy and safe schools. Psychological interventions to improve emotional, behavioral,
and social functioning of children and adolescents in school settings.
Professional issues in school psychology, special education, applied behavioral analysis,
and mental health. Professional ethics, dilemmas, legislation, and case law relevant
to delivery of ethically and legally sound services.
Design and delivery of cognitively mediated interventions tiers 1, 2, and 3 of Response
to Intervention (RTI). Incorporation of critical thinking, prior knowledge and cultural
grounding, standards, depth of content, and progress monitoring.
Consultation research, theories, and expertise in cross-cultural and consultee-centered
consultation. Clinical skills in advanced consultation challenges to include interrupting
racism, promoting conceptual change, shifting perceptions, and development of sustainable
interventions.
School psychology in multicultural school settings; implications for standard and
innovative school psychology practices. Maximum Credits: six units applicable to the
Ed.S. degree.
Year 4
Themes: Integration of Multicultural School Psychology into Comprehensive Professional Practice
Supervised internship experience in counseling or school psychology activities. Application
to take the course must be made early during the preceding semester. May be repeated
with new content. Maximum Credits: six units applicable to a master’s degree; maximum
24 units applicable to the specialization in school psychology.
Study of selected areas in school psychology which culminates in a written project
with emphases on research, problems and/or issues. May be repeated with new content. Maximum Credits: six units applicable to a master’s
degree.