Master of Science in Psychology: Concentration in School Psychology
Program Coordinator: Diane Harris
This M.S. in Psychology: Concentration in School Psychology leads to the Pupil Personnel Services Credential with authorization in School Psychology. Designed primarily for full-time SF State students, an M.S. is earned after successful completion of the fourth semester, and the Pupil Personnel Services Credential with an authorization in School Psychology is awarded after successful completion of the sixth semester in the program.
Graduate Programs in Psychology
Application to a graduate program is completed through the Cal State Apply application process.
The graduate admission application must be submitted by the deadline to be considered for admission. The department accepts applications for the fall semester only, with a deadline of February 1st. The Clinical and School Psychology programs generally require an interview during the admissions process.
Applicants to each Psychology graduate program are required to submit the results of the Graduate Record Examination — verbal, quantitative, and writing sections. Applicants should check the current application of the program they are applying to for the other requirements.
Students who intend to work toward the M.A. or the M.S. in Psychology must meet the prerequisites outlined at the beginning of each concentration.
Undergraduate deficiencies are to be rectified, as the graduate advisor deems fit, without being included as part of the program for a master's degree.
To advance to candidacy, graduate students must meet all the general requirements for the specific program in which they are involved.
Acceptance into the M.S. program is based upon evidence of psychological experience with children and families in institutions such as schools and service-oriented settings. Academic preparation is demonstrated by the capacity to make use of graduate-level academic work and professional training. These qualifications may be assessed by a record of previous academic accomplishments in psychology or other related fields that emphasize an understanding of children and their families and include clinical work experience. Students entering the program should have completed courses in statistics and research, clinical, developmental, abnormal psychology, learning, personality, and cross-cultural psychology.
Program Learning Outcomes
- Appreciation for valuing diversity and an ability to provide services that are culturally relevant. (CCTC 3; NASP 1.2)
- Knowledge of psychological and educational foundations in the standards of data based decision making and accountability, consultation and collaboration, effective instruction and development of cognitive/academic skills, socialization and development of life skills, student diversity in development and learning, schools and system organizations, prevention, crisis intervention and mental health, home/school community collaboration, research and program evaluation, ethical and legal codes of conduct and information technology. (CCTC 9 -11, 13-14, 17-18, 20-23; NASP 2.1-2.8)
- Knowledge and skill to identify children who may reside in risk inducing environments, to provide careful and appropriate assessment of children and their families, and to offer appropriate interventions for children and their families. (CCTC 21 & 22; NASP 2.7)
- Ability to plan, carry out, and evaluate clinical and educational interventions to promote school progress and academic success, both within the school and family, and within the larger community. (CCTC 21 & 22; NASP 2.7 & 2.8)
- Skilled in methods of consultation and knowledge of the mandates and constraints in public education as well as the other services available to children and families in the community. (CCTC 10, 19 & 20; NASP 2.2, 2.6, & 2.8)
- Skilled to perform data-based research for determining appropriate placements of children, and to evaluate the appropriateness of programs. (CCTC 23 & 24; NASP 2.1)
- Skilled in making data based decisions in each aspect of the profession for purposes of appropriate service to children in schools. (NASP 2.1)
Written English Proficiency Requirement
A score of 4.0 or better on the GRE Analytical Writing Test or equivalent.
Psychology (M.S.): Concentration in School Psychology — Minimum 57 units
|COUN 719||Behavior Management||3|
|PSY 721||Clinical Methods: Assessment of Intelligence and Perceptual-Motor Functioning||3|
|PSY 728||Conference to Accompany Psychology Practicum||6|
|PSY 729||Psychology Practicum||6|
|PSY 753||Seminar in Therapeutic and Developmental Change I||3|
|PSY 754||Seminar in Therapeutic and Developmental Change II||3|
|PSY 722||Clinical Methods: Personality Appraisal and Projective Techniques||3|
|PSY 770||Research Methods and Techniques||3|
|PSY 829||Advanced Psychology Practicum||6|
|PSY 855||Seminar in Professional School Psychology||3|
|PSY 891||Seminar in Selected Problems||3|
and Culminating Experience Examination
|or PSY 898||Master's Thesis|
|SPED 763||Transition Planning for Students with Disabilities||3|
|SPED 772||Assessment, Curriculum, and Instruction for Students with Mild/Moderate Support Needs||3|
|SPED 788||Law, Ethics, and Instructional Planning||3|
|SPED 801||Development, Diversity, and English Language Learners: Special Education||3|