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.