MA in Psychology (Pupil Personnel Services Program)

Graduate-level work in school psychology has a long and distinguished history at California State University, Chico. The program was founded by Dr. Hugh M. Bell and was the first graduate program offered by the Department of Psychology. The department offers the Master of Arts in Psychology: Option in Applied Psychology/ School Psychology in combination with the coursework required to earn the Pupil Personnel Services (PPS) School Psychology credential through their program. In order to obtain the MA and the credential, both of which are required to practice as a school psychologist in California, the typical entering graduate student with an undergraduate background in psychology will require six graduate semesters. The School Psychology Program is competency based. In each required course, a number of specific competencies must be mastered in order to successfully complete the program and obtain the credential.

School psychologists work with children from infancy through young adulthood, and with their parents, teachers, and other professionals to enhance the quality of their educational experience and healthy development. In a typical day, a school psychologist might confer with teachers or parents about students, observe a student in a classroom, make a presentation in a classroom about social or study skills, meet with children individually for psychoeducational assessment or counseling, and handle a half dozen calls to parents and other professionals. Professional skills include consultation, instruction, program development, assessment, counseling, and research.

Please visit MA in Applied/School Psychology for more information.

Mission

Our School Psychology program is based on a philosophy of preparation derived from a model which combines systems theory with a preventive approach to service delivery. This model combines levels of service delivery, from primary prevention to tertiary intervention, with numerous systemic levels ranging from specific individuals to the community at large. The Program is based on the belief that school psychological services should be proactive and prevention-oriented in order to reduce the potential for academic, emotional, and social problems of children and adolescents enrolled in California schools. As such, we emphasize and provide practice in a variety of skills which enable school psychologists to serve all children, to work proactively to prevent problems and provide coping skills to children, and to provide consultation to teachers. At the same time, our students receive very solid training in skills such as assessment and counseling to serve students whose development and education is of concern. Trainees work in schools several days a week during two and one-half years of School Psychology practica and internship. During that time, close on-site and university-based supervision and instruction provide practice in program development, behavioral and instructional consultation, instruction, assessment, counseling, collaboration with other professionals, and crisis intervention. School sites in the area provide experience with a variety of cultural groups.

It is the mission of the School Psychology Program to provide instruction and training experiences to graduate students who are seeking the California Credential in School Psychology, and to serve the educational, emotional, social and cognitive development needs of the children of California in preschool, elementary and secondary schools. In terms of its values in professional service delivery and preparation, the School Psychology Program also articulates a clear vision in its emphasis on preventive programs and intervention at all systemic levels in order to serve all children. This program philosophy is reflected in the nature of the training and the competencies which credential candidates are required to demonstrate.

Goals & Learning Outcomes

DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE

School psychology candidates demonstrate entry-level competency in each of the following domains of professional practice.  Competency requires both knowledge and skills.  The school psychology program ensures that candidates have a foundation in the knowledge base for psychology and education, including theories, models, empirical findings, and techniques in each domain.  The school psychology program ensures that candidates demonstrate the professional skills necessary to deliver effective services that result in positive outcomes in each domain.  The domains below are not mutually exclusive and are integrated into graduate level curricula, practica, and internship. 

1. STANDARD II – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Data-Based Decision Making and Accountability: School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
2. STANDARD III – PRACTICES THAT PERMEATE ALL ASPECTS OF SERVICE DELIVERY: Consultation and Collaboration: School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
3. STANDARD IV – DIRECT AND INDIRECT SERVICES: STUDENT LEVEL SERVICES School psychologists have knowledge of direct interventions that focus on academic and social/emotional interventions for children and families. School psychologists engage multi-disciplinary teams (including children, teachers, parents, other school professionals) to develop and implement academic and mental health interventions.
   1. Element 4.1 Interventions and Instructional Support to Develop Academic Skills: School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills.
   2. Element 4.2 Interventions and Mental Health Services to Develop Social and Life Skills: School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
4. STANDARD V – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES – SCHOOLS School psychologists have knowledge of direct and indirect services that focus on knowledge of schools and system structures, and preventive and responsive services. School psychologists implement school-wide practices to promote learning and knowledge of principles and research related to resilience and risk factors.
   1. Element 5.1 School-Wide Practices to Promote Learning: School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
   2. Element 5.2 Preventive and Responsive Services: School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
5. STANDARD VI – DIRECT AND INDIRECT SERVICES: SYSTEMS LEVEL SERVICES: Family–School Collaboration Services: School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
6. STANDARD VII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: Diversity in Development and Learning: School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
7. STANDARD VIII – FOUNDATIONS OF SCHOOL PSYCHOLOGISTS’ SERVICE DELIVERY: RESEARCH, PROGRAM EVALUATION, LEGAL, EHTICAL AND PROFESSIONAL PRACTICE School psychologists have core foundational knowledge and experiences and implement practices and strategies in research, program evaluation, and legal, ethical and professional practice.
   1. Element 8.1 Research and Program Evaluation: School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
   2. Element 8.2 Legal, Ethical, and Professional Practice: School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.